Head Start EC Preschool Teacher & Behavior Support

Head Start Exceptional Children's Preschool Teacher and Behavior Support 

Full-time Permanent 10-month position

GENERAL STATEMENT OF JOB

Under general supervision, provides special education services to preschool students with disabilities in accordance with local, state, and federal requirements. Provides consultation, coaching, modeling, and ongoing support to preschool teachers and other educational staff to strengthen classroom practices for students with behavioral and social-emotional needs, including the use of positive behavioral supports, preventative strategies, data-based decision-making, and developmentally appropriate interventions. 

DUTIES AND RESPONSIBILITIES - ESSENTIAL JOB FUNCTIONS

• Develops and implements Individualized Education Programs (IEPs) for eligible preschool students served in Head Start programs and serves as case coordinator for assigned students.
• Provides direct special education instruction and services to preschool students with disabilities within Head Start classrooms and other appropriate educational settings, supporting access to and participation in the preschool learning environment.
• Collaborates with Head Start teachers, staff, families, and related service providers to coordinate special education services and promote implementation of students’ IEPs within daily classroom routines and activities.
• Monitors student progress through ongoing assessment, observation, and data collection and uses results to inform instructional and behavioral decision-making.
• Employs developmentally appropriate, evidence-based instructional practices and adapts materials, activities, equipment, routines, and learning environments to meet individual student needs within the Head Start setting.
• Provides consultation, coaching, modeling, and ongoing support to teachers and other educational staff to strengthen instructional practices, classroom management, and positive behavioral supports.
• Assists teachers in identifying factors contributing to challenging behavior and developing preventative, developmentally appropriate strategies that promote student engagement, communication, self-regulation, social-emotional development, and positive behavior.
• Supports teachers in collecting and analyzing student behavioral and instructional data, evaluating the effectiveness of interventions, and making data-based adjustments to classroom practices and student supports.
• Conducts classroom observations and provides feedback, modeling, and follow-up coaching to support effective and consistent implementation of recommended instructional and behavioral practices.
• Collaborates with IEP teams and other appropriate personnel in the development, implementation, and monitoring of individualized behavioral supports, including Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs), as appropriate to the employee’s role and qualifications.
• Provides direct student support, as appropriate, to assess needs, model instructional or behavioral strategies, and assist teachers with implementation of recommended practices.
• Collaborates with families, Head Start personnel, school staff, administrators, and related service providers to promote consistent educational and behavioral supports across settings.
• Reviews relevant evaluations and records and participates in referral, evaluation, eligibility, transition, and IEP processes for preschool students, including students transitioning from early intervention services into Head Start and preschool special education services.
• Provides required progress reports and maintains accurate educational, service-delivery, consultation, and progress-monitoring documentation.
• Provides professional development and in-service training to Head Start and school personnel related to preschool special education, inclusive classroom practices, positive behavioral supports, and social-emotional development.
• Travels between Head Start sites, schools, and other assigned locations to provide student services, consultation, and staff support.
• Maintains compliance with applicable federal and state laws, regulations, policies, and procedures governing the education of students with disabilities.
• Performs other related duties as assigned.

MINIMUM TRAINING AND EXPERIENCE

Bachelor’s degree in Education, Special Education, Early Childhood Education, or a related field and current North Carolina Birth–Kindergarten (BK) licensure.

Experience working with preschool-aged children with disabilities and students demonstrating significant behavioral or social-emotional needs is preferred.

Training or experience in positive behavioral interventions and supports, functional behavioral assessment, behavior intervention planning, de-escalation, early childhood social-emotional development, or related areas is preferred.

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MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Must have
minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or
exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be ableto communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

• Must possess the knowledge, skills, and abilities to instruct preschool students with disabilities.
• General knowledge of activities performed by lead teacher.
• General knowledge of daily routines of the classroom.
• General knowledge of student handbook rules.
• General knowledge of procedures to follow in the event of an emergency.

DISCLAIMER
This job description is designed to indicate the general nature and level of work performed by employees within the classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees in this job. It is not a contract or guarantee of employment, salary or benefits.