Early Childhood Special Education (ECSE) Teacher

Early Childhood Special Education (ECSE) Teacher Location: St. Louis Park, Minnesota Starting Date: Aug 17, 2026 Salary Range: $48,967 - $108,183 Reports to: Director of Special Services FTE: 1.00 | 10-Months | Exempt Summary of Responsibilities The Early Childhood Special Education (ECSE) Teacher provides specialized instruction and support to young children with disabilities from birth through age 5. The program assignment—Birth‑3, Ages 3‑5, or a split—will be determined based on program needs and the candidate’s licensure, experience, and background. The teacher develops and implements individualized plans in partnership with families, related service providers, and interdisciplinary teams, using culturally sustaining, evidence‑based practices that promote developmental outcomes and school readiness. Program Assignment Birth‑3 Program: Provides early intervention services to infants and toddlers under Part C of IDEA. Services are delivered primarily in home and community‑based settings. The teacher develops and implements Individualized Family Service Plans (IFSPs) in partnership with families, caregivers, and service coordinators. Ages 3–5 Program: Provides preschool special education services under Part B of IDEA. Services are delivered in center‑based, co‑teaching, or community settings, depending on student placement. The teacher develops and implements Individualized Education Programs (IEPs) in collaboration with families, general education staff, and related service providers. Split Assignment: The teacher may serve students across both age bands, with responsibilities and service delivery expectations drawn from both program descriptions above. Duties and Responsibilities Develop and implement individualized plans (IFSPs for Birth‑3; IEPs for Ages 3‑5) in compliance with IDEA Part C or Part B and Minnesota Rule 3525, in collaboration with families and the interdisciplinary team. Deliver specialized instruction in home, community, center‑based, or co‑teaching settings as determined by the program assignment and least restrictive environment requirements. Provide direct instruction targeting developmental domains, including communication, cognition, social‑emotional development, adaptive behavior, and fine and gross motor skills. Adapt instructional methods, materials, and environments using Universal Design for Learning, play‑based learning, and evidence‑based early childhood practices. Collect and document data on a child’s progress toward IFSP outcomes or IEP goals, and adjust strategies based on the data. Conduct or contribute to developmental assessments and evaluations using age‑appropriate and culturally responsive tools. Participate in eligibility determinations, IFSP or IEP meetings, and multidisciplinary team discussions in compliance with applicable federal and state requirements. Implement Positive Behavior Support Plans (PBSPs) and Behavior Intervention Plans (BIPs) as applicable; apply de‑escalation strategies as needed. Develop strong, trusting partnerships with families, respecting cultural backgrounds, home languages, and family strengths. Collaborate with interpreters and cultural liaisons to ensure accessible communication for families with limited English proficiency. Support transition planning, including transitions from Birth‑3 to Part B services at age 3, and from preschool to kindergarten for Ages 3‑5 students. Collaborate with paraprofessionals, related service providers, ECFE staff, and community partners to ensure coordinated support. Supervise and provide direction to paraprofessionals and support staff assigned to the program. Maintain accurate, timely, and confidential student records, including plans, progress documentation, and evaluation reports. Attend professional development focused on early childhood best practices, racial equity, cultural responsiveness, and trauma‑informed care. Other duties as assigned. Knowledge, Skills & Abilities Early Childhood Development: Understanding of typical and atypical developmental trajectories from birth through age 5 across cognitive, language, social‑emotional, adaptive, and motor domains. Special Education Law: Working knowledge of IDEA Part C and Part B, Minnesota Rule 3525, and applicable state and federal regulations governing early childhood special education. Individualized Planning: Skill in developing and implementing legally compliant IFSPs and/or IEPs, including present levels, measurable outcomes or goals, and service documentation. Instructional Strategies: Proficiency in play‑based learning, UDL, differentiated instruction, and evidence‑based early intervention practices. Family Partnership: Skill in building authentic, strengths‑based partnerships with families from diverse cultural and linguistic backgrounds. Behavior Management: Knowledge of PBIS, Functional Behavior Assessments (FBAs), and developmentally appropriate behavior intervention strategies. Assessment: Ability to use formal and informal tools appropriate for birth through age 5 and to translate data into instructional decisions. Assistive and Augmentative Communication (AAC): Familiarity with AAC devices, adaptive tools, and assistive technology supports for young children. Collaboration: Ability to work effectively alongside general early childhood educators, related service providers, community partners, and paraprofessionals. Communication: Clear oral and written communication with families, colleagues, and community partners, including in bilingual or multilingual family contexts with interpreter support. Commitment to Equity and Inclusion: Advocacy for equitable access to early childhood special education for all children, including children of color and multilingual learners. Physical Demands Frequent movement in classroom, home, and community settings, including sitting on the floor, kneeling, and positioning at children’s level during instruction and play‑based activities. Regular standing and walking to support children, manage the environment, and transition between settings. Lifting and carrying instructional materials, adaptive equipment, and at times young children (typically up to 25 lbs., with assistance provided for higher weight needs). Assisting children with daily living skills, including toileting, feeding, dressing, and positioning as required by individual needs. Supporting children who use mobility devices, communication devices, or other adaptive equipment. Visual and auditory acuity to observe developmental cues, monitor behavior, and respond to verbal and nonverbal communication. De‑escalation certification (e.g., CPI) may be required; training provided by the district. Work Environment Home and Community Settings (Birth‑3): Services delivered in family homes, childcare settings, and other natural environments in accordance with IDEA Part C least restrictive environment requirements. Center‑Based and Co‑Teaching Settings (Ages 3‑5): ECSE program classrooms, general early childhood or ECFE classrooms, and community preschool programs, depending on student placement. Collaborative Team Environment: Daily interaction with paraprofessionals, related service providers (SLP, OT, PT, DAPE), service coordinators, administrators, and families. Family Engagement: Regular partnership with families, including home visits, IEP or IFSP meetings, and ongoing communication. Variable Activity Levels: Ranges from structured one‑on‑one sessions to active, play‑based group environments. Commitment to Equity: A workplace culture that centers racial equity, cultural responsiveness, and belonging for all children and families. Education and/or Experience Bachelor’s Degree in Early Childhood Special Education, Special Education, or a related field required; Master’s Degree preferred. Experience providing services to young children with disabilities in a Birth‑3, Ages 3‑5, or combined ECSE setting preferred. Experience developing and implementing IFSPs and/or IEPs in compliance with applicable IDEA requirements and Minnesota Rule 3525. Familiarity with play‑based instruction, AAC, behavior intervention planning, and family‑centered practice. Experience working with diverse families, including multilingual learners and families from historically underserved communities. Certificates, Licenses, Registrations Valid Minnesota teaching license issued by the Professional Educator Licensing and Standards Board (PELSB) with an Early Childhood Special Education (ECSE) endorsement required. Licensure covering the Birth‑7 or Birth‑5 range is required. Candidates licensed for Birth‑3 only or Ages 3‑5 only will be considered; program assignment will align with licensure held. De‑escalation certification (e.g., CPI) preferred; district training available. Additional endorsement or coursework in autism spectrum disorder, augmentative communication, or behavior intervention preferred. Benefit Information Health and Dental Insurance Flexible Spending Accounts (FSA) for medical and dependent care expenses Life Insurance Accidental Death and Dismemberment (AD&D) Insurance Short‑ and Long‑Term Disability Insurance Position Type Full‑Time (10‑Month) Job Requirements Citizenship, residency, or work visa required. #J-18808-Ljbffr Young World Physical Education