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The Pre-K Itinerant Teacher and Evaluation Team Member provides specialized instruction, consultation, evaluation, and support to preschool-aged children with disabilities and the educational environments in which they learn. This position supports the implementation of individualized educational services, promotes inclusive practices and access to the least restrictive environment (LRE), and collaborates with families, school personnel, community agencies, and related service providers to support children's developmental and educational needs.
The position also serves as a member of the preschool evaluation team, conducting developmental screenings and assessments, assisting with eligibility determinations, and supporting the development of Individualized Education Programs (IEPs) in accordance with state and federal requirements.
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Essential Duties and Responsibilities
I. Itinerant Special Education Instruction and Support
- Develops and implements individualized instructional plans aligned with district and school curriculum goals, developmental expectations, and each student's IEP.
- Provides direct specialized instruction to preschool-aged children with disabilities using developmentally appropriate, evidence-based practices and individualized instructional strategies.
- Adapts or develops instructional materials, activities, and supports to address students' individual learning and developmental needs.
- Collaborates with preschool teachers, childcare providers, and educational staff to promote successful participation in inclusive preschool environments and support students in their least restrictive environment.
- Provides coaching, consultation, and modeling for preschool teachers and classroom staff to strengthen instructional practices and support the developmental needs of children with disabilities.
- Supports implementation of the Preschool Pyramid Model and other evidence-based practices that promote social-emotional development, positive relationships, and appropriate behavior.
- Monitors student progress and behavior, implements individualized behavioral supports, and models strategies for preventing and responding to challenging behaviors.
- Collaborates with school personnel and related service providers to support the consistent implementation of IEP services, accommodations, modifications, and interventions.
II. IEP Development and Case Management
- Participates in the development, implementation, review, and revision of IEPs for eligible preschool-aged children.
- Uses assessment results, diagnostic information, progress-monitoring data, observations, and input from families and other professionals to inform educational planning and instructional decisions.
- Serves as case coordinator for assigned students and ensures that required documentation, progress reports, and IEP-related responsibilities are completed within established timelines.
- Communicates regularly with parents and caregivers regarding student progress, educational needs, services, and strategies to support development across settings.
- Coordinates and facilitates transition planning for students moving from preschool to kindergarten, including scheduling and completing transition meetings and collaborating with receiving schools, families, and related service providers.
- Maintains accurate student records and documentation in accordance with North Carolina's Policies Governing Services for Children with Disabilities, applicable state and federal laws, and district procedures.
III. Preschool Evaluation Team Responsibilities
- Conducts developmental screenings and observations to identify children who may require additional evaluation to determine eligibility for special education services.
- Assists with scoring and interpreting countywide preschool screenings associated with North Carolina's NC Pre-K program, as assigned.
- Conducts and/or assists with comprehensive, individualized evaluations across developmental domains to support eligibility determinations and educational planning.
- Collaborates with multidisciplinary evaluation team members to review assessment results, discuss student needs, and determine appropriate recommendations for the IEP team.
- Uses evaluation results and other relevant diagnostic information to support the development of initial IEPs and, when assigned, reevaluation planning for eligible students.
- Participates as a member of the preschool autism evaluation team by assisting with autism-specific assessments, scoring and interpreting evaluation results within the scope of training and qualifications, and collaborating with the IEP team to identify appropriate educational supports and strategies.
- Communicates evaluation findings and educational recommendations to families and team members in a clear, professional, and family-centered manner.
- Maintains evaluation records, assessment documentation, and required reports in accordance with established procedures and timelines.
IV. Collaboration and Family Engagement
- Works collaboratively with preschool staff, school administrators, related service providers, private agencies, childcare centers, community caregivers, pediatricians, and other professionals to support children's developmental and educational needs.
- Builds positive, professional relationships with families and community partners to promote coordinated services and consistent support across home, school, and community settings.
- Participates in multidisciplinary meetings, consultation sessions, transition meetings, and other collaborative activities as needed.
- Provides families and educational staff with strategies and resources to support communication, learning, behavior, social-emotional development, and participation in daily routines.
V. Compliance and Professional Responsibilities
- Complies with the Individuals with Disabilities Education Act (IDEA), applicable North Carolina special education policies and procedures, and district requirements governing the provision of special education services.
- Ensures that assigned instructional, evaluation, documentation, and case management responsibilities are completed accurately and within required timelines.
- Treats all children and families fairly and equitably and demonstrates effective communication and collaboration with colleagues, families, and community partners.
- Maintains confidentiality of student information and adheres to professional and ethical standards.
- Participates in required professional development and demonstrates ongoing professional growth in early childhood special education, assessment, inclusive practices, behavioral supports, and related areas.
- Performs other related duties as assigned by the supervisor.
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