Pre-K Special Education Teacher, Special Purpose Classrooms - Multiple Openings, 26-27 SY

TITLE: Pre-K Special Education Teacher, Special Purpose - Multiple Openings, 26-27 SY

POSITION OVERVIEW:

Portland Public Schools seeks skilled, compassionate, and highly structured Special Education Teachers to lead Special Purpose Pre-K classrooms serving students whose Individualized Education Programs (IEPs) require a more intensive, specialized setting. These classrooms are designed to provide intensive, individualized support within a low student-to-staff ratio environment, addressing the developmental, behavioral, communication, and learning needs of young children with disabilities.

In this role, the teacher is responsible for designing and implementing individualized and group instruction that address goals listed on student's Individual Education Programs (IEP's), creating a structured and predictable classroom environment, and leading a team of Education Technicians. This role also serves as the primary point person and first line of support for students, staff, and families, ensuring that all services are delivered in alignment with IEPs and fostering meaningful inclusion opportunities when appropriate. The teacher works in close partnership with support staff and district specialists to ensure continuity of services and alignment of practices across settings. 

** NOTE: This posting represents multiple openings. **

ESSENTIAL RESPONSIBILITIES:

• Provide specially designed instruction aligned with students' IEPs in a special purpose Pre-K classroom
• Develop and implement individualized and small-group instruction targeting functional, developmental, communication, social-emotional, and early academic skills in alignment with student's IEP goals
• Create and maintain a structured, predictable, and supportive classroom environment that promotes engagement, independence, and positive behavior
• Design and implement proactive behavioral supports and individualized intervention plans as needed
• Lead, supervise, and support Education Technicians in implementing instructional and behavioral programming with fidelity
• Serve as the primary point of contact and first line of support for classroom staff, students, and families
• Collaborate with related service providers (e.g. speech/language, occupational therapy, physical therapy) to ensure integrated service delivery throughout the school day
• Facilitate and support inclusion opportunities in general education Pre-K settings, as appropriate to student needs
• Partner with related service providers and other specialists to ensure consistency and alignment of instructional strategies and supports
• Monitor and document student progress; use data to inform instructional decisions and IEP development
• Maintain all required documentation and ensure compliance with timelines and procedures in alignment with IDEA and state regulations
• Build and maintain strong, collaborative relationships with families, recognizing them as essential partners in their child's education
• Communicate regularly and effectively with families, team members, and administrators

KNOWLEDGE, SKILLS, AND ABILITIES:

• Strong background in early childhood development and early learning standards
• Deep understanding of the needs of young children with significant developmental and behavioral challenges
• Experience designing and implementing structured classroom systems (e.g., visual supports, routines, and behavior systems)
• Knowledge of evidence-based practices for early childhood special education, including inclusive practices and behavioral supports
• Ability to lead, coach, and supervise paraprofessional staff effectively
• Strong collaboration, organization, and problem-solving skills
• Commitment to equitable, inclusive, and culturally responsive practices
• Excellent oral, written, and interpersonal communication skills
• Knowledge and understanding of dual language learners and supporting young children from diverse cultural and linguistic backgrounds

EDUCATION, TRAINING, AND EXPERIENCE:

• Valid Maine certification for teaching young children with disabilities required
• Experience working with young children with significant developmental, communication, and/or behavioral needs preferred

CREDENTIAL REQUIREMENTS:

• Maine State fingerprint (CHRC) authorization. (more info)
• Maine State Teaching Certificate with one of the following (more info):
  • Endorsement 282 (Teacher of Children with Disabilities, 0-5)
  • Endorsement 286 (Teacher of Students with Severe Disabilities, PK-12)
• Endorsement 660 (ESOL PK-12) - preferred

EMPLOYMENT DETAILS:

• Schedule: School Year, Full Time (1.0 FTE)
• Assignment: Permanent
• Reports to: School Principal
• Contract: Part of PEA union (see 2025-2028 CBA here)
• Salary: Based on education and experience, as outlined in CBA
• Benefits: Eligible for benefits as outlined here

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Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.