Teacher, Early Childhood Special Education (ECSE) SC 4YR (2026-2027 School Year)

Teacher, Early Childhood Special Education (ECSE) SC 4YR (2026–2027 School Year) Starting Date: Aug 3, 2026 Job Details Min: $62,750 (Based on the 2025‑26 Pay Scale) Job Title: Early Childhood Special Education Teacher.SC 4YR (2026‑2027 School Year) Reports To: Principal Status: Exempt Pay Grade: Teacher Salary Scale Position Type: Full‑Time Primary Purpose The Early Childhood Special Education (ECSE) Teacher position is designed for the educator who strives to positively impact classroom success for preschool students eligible for special education supports and services in a general education preschool setting. The ECSE Teacher is responsible for providing preschool students with a comprehensive continuum of services aged 3‑5, with identified delays in one or more of five developmental areas. The teacher provides instruction in pre‑academics, social‑emotional skills, building student independence with self‑help skills, and focusing on building communication and motor skills. The continuum of services includes a blended pre‑K inclusion (co‑teaching) model and self‑contained settings (ECSE Self‑Contained). The work is driven by the general education curriculum, preschool alternative curriculum, district policies, and procedures that guide instruction and ensure compliance with state and federal guidelines. All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, champion our students’ needs, and drive continuous improvement. Qualifications Required: Bachelor’s degree from accredited university Valid Texas teaching certificate with required endorsements and level assigned Preferred: One year of student teaching or approved internship Valid Texas ESL teaching certificate Job Requirements Citizenship, residency, or work visa required Special Knowledge / Skills Experience working with students eligible for special education supports and services Knowledge of Admission, Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal‑setting and implementation Knowledge of curriculum and instruction Ability to instruct students, manage their behavior and collaborate in a learning environment Strong organizational, communication, and interpersonal skills Strong technology skills including technology integration Knowledge of early childhood development and instruction Flexible and patient Major Responsibilities and Duties Develops and implements instructional plans to assist students in accessing the general curriculum and meeting curriculum standards Actively participates in Data Drive Action Planning (DDAP) Professional Learning Community (PLC) meetings with general education teachers to plan, practice and provide accommodations to meet student needs Provides instruction with the general education teacher in accordance with trained models of collaborative instruction and support Prepares and documents lesson plans in accordance with district standards and procedures Teaches alternate curriculum based on prerequisites and TEKS essential skills Teaches student pre‑academics, social‑emotional skills, building independence with self‑help skills, and focuses on building communication and motor skills Provides appropriate opportunities for students to be engaged with peers in academic and non‑academic settings Implements individual education plans (IEPs), monitors and documents student progress Provides parents with written information regarding student progress on IEP goals and objectives at least once per grading period, according to district and ARD guidelines Maintains confidentiality of student and parent information Develops IEP goals and objectives based on formal and informal evaluation methods Maintains appropriate data collection every grading period and follows grade‑level grading expectations, using a variety of data collection tools to assess student skills and progress in the general curriculum Maintains complete and accurate paperwork needed for compliance purposes in the campus student folder Maintains complete and accurate documentation of services provided to students, including time, student name and description of services provided as they relate to implementation of the student’s IEP Maintains lesson plans or data collection forms indicating objectives addressed, activities planned, and attendance Prepares and incorporates lesson plan materials needed for student IEP goals and objectives Maintains professional competence by participating in staff development activities, curriculum development meetings, staff support activities and other professional opportunities Serves as the student’s case manager, coordinating the Admission, Review and Dismissal/Individual Educational Plan Committee for each student Ensures that students have appropriately written Standards‑Based Individualized Education Programs (SBIEP) Ensures that the IEP is being implemented with fidelity in all school settings Evaluates and monitors individual student progress based on academic and behavioral data collection Participates in placement decisions based on educational, social and behavioral data presented to the committee Maintains documentation of implementation of services in accordance with the student’s Individual Educational Plans Ensures distribution of appropriate paperwork (including accommodations and deliberations) to all assigned teachers (both general and special education) Provides ongoing supports and training for the ECSE paraprofessional Collaborates as needed with campus personnel and related services to provide the most appropriate services for students with suspected or confirmed communication disabilities Routinely and professionally provides information to parents about services available through Medicaid, the State of Texas, and other community organizations Performs all other duties as assigned Working Conditions The usual and customary methods of performing the job’s functions require physical mobility, standing, prolonged sitting, some lifting, carrying, pushing or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; control behavior through physical restraint; and assist non‑ambulatory students. Mental demands include ability to maintain emotional control under stress, solve problems, interpret data, and communicate effectively, orally and in writing. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Legal Statement All applicants are considered for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, veteran status, or any other protected characteristic. We are committed to inclusive hiring. #J-18808-Ljbffr Young World Physical Education