Special Education PreK Teacher

WIndham Primary School has a dynamic team of special educators and support staff. The ability to connect with students and serve as a liaison between students and staff is essential. The successful candidate will be able to provide direct instruction in executive functioning skills, social skills, and academic areas as outlined in students’ IEPs in both the special education setting and the regular education setting. The person selected for this position will provide specially designed instruction to 4-year-old students receiving services. Depending on student IEPs, there may also be opportunities for co-teaching in the regular PreK classroom. Below is a list of some of the essential duties, responsibilities, and qualifications for this position: •Provide research-based early education reading, writing, and math instruction in a special education setting and regular education setting. •Provide specially designed instruction in social skills and executive function skills in the special education setting and regular education setting. •Promote student learning and engagement by developing and delivering lessons based on appropriate instructional goals and ongoing assessments, while using a variety of instructional approaches and techniques in the least restrictive environment to meet the varied needs and learning styles of students. •Experience working with students with Autism. •Experience working with students with behavioral challenges. •Experience writing positive behavioral support plans and implementing them with fidelity. •Knowledge of Maine Early Learning Standards •Strong classroom management skills required •Ability to work as a team member across multiple grades Pre-K-3 •Strong time management and organizational skills required •Effectively collaborate and communicate with families, colleagues, and students. •Fulfill case-management responsibilities, such as writing comprehensive IEPs and written notices, in compliance with IDEA timelines and district procedures. •Use ongoing assessments and data collection in order to refine academic and behavioral interventions, assess student growth in relation to goals, and provide high-quality, informed instruction, and meaningful feedback to foster student learning. •Promote positive student behavior by developing a culture of respect, active student investment and participation, and rapport in the classroom. •Have a reflective and open mindset with a willingness to grow and develop professionally. •Participate in regularly scheduled special education department meetings. •Perform other duties, as assigned by the building administrator, director of student services, or superintendent.