Teacher - Early Childhood - Special Education Birth to Grade 2

Position Teacher – Early Childhood – Special Education Birth to Grade 2 (Job ID: 3157) Job Details Position Type: Early Childhood / Early Childhood Special Education – Birth to Grade 2 Date Posted: 3/27/2026 Location: The Colwyck Center Date Available: August 2026 Reporting Reports to: Principal Compensation Refer to current teacher salary scale on District website Work Year 10 months Position Goal The goal of the Special Education Pre‑Kindergarten Teacher is to provide high‑quality, developmentally appropriate, specialized instruction within an early childhood classroom environment that supports young learners with disabilities in building foundational skills for future academic success. The position aims to ensure that students make meaningful progress in early learning domains including communication, social‑emotional development, early literacy and numeracy, motor development, and adaptive skills. The teacher is responsible for planning, organizing, and delivering instruction aligned with early childhood learning standards and district‑approved curriculum while addressing each child’s Individualized Education Program (IEP) goals. Through the use of play‑based learning, structured routines, and differentiated instructional strategies, the teacher provides individualized support that promotes school readiness and fosters independence. The Special Education Pre‑Kindergarten Teacher creates a safe, structured, and nurturing classroom environment where young children with diverse developmental needs are supported in developing language, social interaction, self‑regulation, and early academic skills. The teacher collaborates with related service providers, paraprofessionals, and families to ensure a comprehensive and supportive approach to early intervention, while building strong partnerships that support each child’s growth and transition into kindergarten. Minimum Requirements Must be eligible or hold a valid teaching certification as early childhood – special education – birth to grade 2. Must be eligible or hold Delaware First Certification. Hold and maintain child and adult CPR and First Aid Certification. Acceptable criminal background check and no entries on Child Protection Registry in Delaware. Successful completion of required Praxis II tests and student teaching placement. Bachelor’s degree from an accredited college or university; master’s degree preferred. Additional coursework required for early childhood–special education (e.g., atypical infants & toddlers, emergency literacy, assessment of young children, differentiated instruction, consultation or working with families). Knowledge and skills in working with students with disabilities. Ability to establish and maintain effective working relationships with students, parents, staff, administration and the general public. Evidence of knowledge regarding evidence‑based strategies effective in promoting student learning and achievement for students with disabilities. Demonstrated sensitivity to issues impacting various cultural, ethnic and socioeconomic groups. Proficient in technology such as Microsoft, Google Applications, Classlink, Schoology, Infinite Campus, etc. Demonstrated understanding and ability to perform job‑related tasks. Regular attendance is essential. Must be able to teach/serve students remotely and in person depending on students’ needs. Essential Duties and Responsibilities Develop and implement Individualized Education Programs (IEPs) based on student assessments, needs and progress toward goals. Design and deliver specialized instruction aligned with Common State Standards and IEP goals, including BIPs, using district‑approved curriculum. Differentiated instruction using varied teaching strategies and methodologies to address diverse learning styles, with particular attention to academic scaffolding across reading, writing, speaking & listening and each child’s individual level of functioning and preferred learning modalities. Implement and monitor evidence‑based behavioral and social‑emotional interventions, maintain a structured classroom management system, and follow district expectations for non‑violent crisis intervention. Administer, collect and interpret formal and informal assessment data, including IEP progress monitoring and early literacy and numeracy assessments, to drive instructional decisions and report progress to families and the district. Develop and deliver weekly lesson plans using appropriate resources, technology and instructional strategies, incorporating a balanced program of instruction, demonstration and student inquiry. Plan and supervise paraprofessionals, providing direction, modeling and feedback on implementation of specialized instruction and behavior support. Communicate regularly and proactively with families regarding student progress, IEP implementation and behavioral supports, and participate in IEP meetings, eligibility determinations and other required meetings and conferences. Administer appropriate and required informal and formal assessments based on student needs, state regulations and district expectations, including IEP progress monitoring and early literacy and numeracy assessments. Establish and maintain a cooperative and professional relationship with peers, support staff, parents, administration, agency staff and school district staff. Comply with all federal, state and local regulations and policies, accurately completing required paperwork within designated timelines and utilizing district resources to maintain professionalism and avoid noncompliance. Attend professional development programs, mandated training, and self‑selected workshops, conferences and courses. Maintain current certifications (including clock hours via DEEDS), stay current on evidence‑based instructional strategies and technology, and actively engage in required and self‑selected professional learning. Perform other duties/responsibilities as assigned by the principal and/or supervisor. Physical Demands The role requires the employee to regularly use hands and/or fingers to handle or feel, reach with hands and arms, talk or hear, and taste or smell. The employee may need to perform repetitive stopping, twisting and bending. The employee frequently stands, walks and sits, and may occasionally lift or move up to 50 pounds. Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. Pre‑Employment Requirements Criminal background check less than one year old. Tuberculosis test results less than one year old. Copy of social security card required by the State of Delaware. I‑9 form with appropriate identification. Child Protective Registry clearance. Why Apply in Colonial The opportunity to teach with a knowledgeable and high‑achieving school team. An innovative and diverse work atmosphere. The ability to grow and learn in a considerate and open‑minded culture with supportive colleagues. Access to new and exciting technologies used daily in the classroom. A competitive salary with generous benefit packages. The opportunity to make an impact on the lives of students and families daily in Delaware. The Colonial School District is an equal opportunity employer and does not discriminate against employees, applicants, visitors, or others, and does not deny access to educational or other services based on any characteristic prohibited by law. #J-18808-Ljbffr Colonial School District - Delaware