Early Childhood Education Teacher (Inclusion) - Early Childhood Center

Title of Position:                               

Early Childhood Education Teacher (Inclusion), Early Childhood Center                                                                                                                                                                                                                      

Work Year:                                        

2026-27 School year

Salary:                                              

In accordance with the Teachers’ Salary Scale according to education and experience.

Organizational Relationship or Line of Authority:                         

Directly responsible to the Early Childhood Center Director in all matters pertaining to the building.  Jointly responsible to appropriate Director and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum and the Assistant Superintendent for Student Services and Equity and Director of Special Education for all areas of Special Education.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

• Demonstrates knowledge and understanding of subject matter, pedagogy, and developmental levels of students by engaging students in learning experiences that enable them to acquire complex knowledge and skills and by providing differentiated learning experiences that enable all students to progress toward intended outcomes.
• Develops well-structured lessons, units, and projects that utilizes instructional strategies and techniques to support the development of language, cognition, memory, organization, sensory, and perceptual-motor skills, and teaches interpersonal, social, and communication skills through opportunities to learn with diverse peers for preschool students with and without disabilities in an inclusive preschool classroom.
• Provides direct special education services to preschool students in accordance with Individualized Education Programs (IEPs) and/or behavior intervention plans and collaborates with other providers as needed to modify curriculum using a variety of instructional techniques and technologies aligned with state standards and local curricula.
• Designs and administers informal and formal assessments, including standardized academic and/or behavioral assessments and common interim assessments, to measure student learning, growth, and progress toward achieving state and local standards.
• Organizes, analyzes, and uses assessment data to determine student progress; adjust instructional practices; and identify and implement appropriate differentiated interventions and enhancements, including tiered instruction, scaffolds, and adapted instruction and/or materials for students with disabilities and English learners.
• Develops and implements Individualized Education Programs (IEPs) with measurable goals and objectives, ensures compliance with IEP requirements and timelines, and maintains accurate, complete, and confidential student records as required by law, district policy, and administrative regulations.
• Provides descriptive feedback based on assessment results and engages students and families in constructive conversations focused on improving student performance and supporting learning at school and at home.
• Consistently defines and communicates high expectations for the quality of student work, perseverance, effort, and socially appropriate behavior, utilizing positive behavior intervention systems as appropriate.
• Creates and maintains a safe physical and intellectual learning environment through the use of rituals, routines, and appropriate responses, anticipating and responding appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
• Serves as a member of a multidisciplinary team by participating in Team meetings, collaborating with families, outside agencies, and building staff, and supporting students’ educational, physical, social, and emotional development, including transitions between schools and/or programs.
• Conducts day-to-day interactions with paraprofessionals/behavior technicians, in collaboration with the BCBA, SLP, OT, PT, SAC, and provides interventions as needed in inclusive classroom settings.
• Reflects on the effectiveness of lessons, units, and interactions with students, seeks out and applies ideas from supervisors, colleagues, and professional development, and collaborates with colleagues in developing standards-based units, examining student work, analyzing student performance, and planning interventions.
• Uses strategies to support families’ active participation in the classroom and school community, demonstrates sensitivity to families’ home language, culture, and values, and employs consistent two-way communication.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness; protects student confidentiality; fulfills professional responsibilities; maintains regular attendance; and is timely and reliable with paperwork, duties, and assignments.
• Attends and participates in faculty meetings and performs instructional, general, and other duties as assigned by the Director, Educational Team Leader, Superintendent, or designee.

Qualifications:

• Licensed by the State Department of Elementary and Secondary Education (DESE) as an Early Childhood Education Teacher in Massachusetts (Grades PreK-2) and licensed by DESE as a Special Education Teacher covering Grade Pre-K. 
• SEI Endorsement on License required
• Bachelor’s or higher earned academic degree
• Bilingual (Spanish or Portuguese) Strongly Preferred
• Knowledge of curriculum in Early Childhood and Elementary Education.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Skills and Abilities

• Technology Use – Able to use educational software programs that further student’s learning as well as the School System Data base and use of Microsoft software including, but not limited to, Word and Outlook, Google products and web-based sites for learning and tracking information.
• Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Written and Oral Comprehension and Expression — Ability to read and understand information and ideas presented in writing and ability to listen to and understand information and ideas presented through spoken and written word. The ability to communicate information and ideas in speaking and writing.
• Team Player— Job requires being respectful as part of a team with others on the job and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.