- Plan, prepare, and deliver developmentally appropriate instruction and learning experiences that support the cognitive, social-emotional, communication, physical, and adaptive development of preschool children with disabilities in accordance with Individualized Education Programs (IEPs), and applicable early childhood program standards.
- Develop and implement lesson plans, instructional activities, and assessments that facilitate active learning and address the individual needs, strengths, interests, and developmental levels of young children.
- Provide individual, small-group, and whole-group instruction designed to meet children's needs in communication skills, early literacy, early numeracy, health habits, physical development, social skills, and the development of positive self-concepts.
- Develop, implement, and maintain data-based IEPs, progress reports, evaluations, and other documentation in accordance with federal, state, and district requirements.
- Schedule, facilitate, and participate in IEP meetings, parent conferences, transition meetings, and other collaborative planning meetings as appropriate.
- Use formal and informal assessment data to monitor student progress, evaluate performance and development, and adjust instructional strategies and interventions to support student needs.
- Create and maintain an effective, safe, and engaging learning environment through developmentally appropriate classroom organization, functional learning centers, attractive displays, and exhibits of children's work.
- Establish and reinforce appropriate behavior, attitudes, and social-emotional skills through positive behavior supports, individualized behavior plans when necessary, and consistent classroom management practices.
- Develop instructional materials and provide a variety of learning resources suitable for children with diverse cognitive, physical, emotional, and developmental needs.
- Prepare students for classroom activities, school-based experiences, and community-based learning opportunities, including educational field experiences as appropriate.
- Collaborate and consult regularly with school personnel and related service providers, including psychologists, speech-language pathologists, occupational and physical therapists, nurses, social workers, administrators, general education staff, the EC department staff and Director of Head Start, as applicable, to support student success.
- Coordinate with Pre-K through primary grade staff and other service providers to promote continuity of services and successful transitions for children and families.
- Direct, supervise, and coordinate the work of teacher assistants, volunteers, family members, and other support personnel to maximize their effectiveness in meeting students' educational and developmental needs.
- Establish and communicate clear learning objectives and expectations for students, families, and support staff.
- Maintain accurate and complete records of student attendance, progress, development, and required program documentation in accordance with applicable laws, district policies, and program regulations.
- Communicate regularly with parents and families regarding student progress, developmental milestones, educational needs, and available resources through conferences, meetings, home visits when required by the program, phone calls, emails, and other appropriate methods.
- Develop and implement activities that encourage family engagement and promote meaningful participation in children's educational experiences.
- Foster each child's self-esteem, independence, creativity, and understanding of their role within the family, school, and community through opportunities for exploration, art, music, movement, dramatic play, and social interaction.
- Select and requisition developmentally appropriate instructional materials, supplies, and resources in compliance with district procedures and applicable program requirements, including North Carolina child care regulations and Head Start Performance Standards, when applicable.
- Participate in faculty meetings, multidisciplinary team meetings, curriculum development activities, program evaluation processes, professional learning communities, and other district or program initiatives as required.
- Maintain professional competence through district-provided professional development, self-directed learning opportunities, and activities designed to improve instructional practices and support student outcomes.
- Encourage parent and community involvement, and assist families in accessing information and resources to support their children's development and educational success.
- Demonstrate cultural competence and effectiveness in working with students and families from diverse cultural, linguistic, socioeconomic, and ability backgrounds.
- Perform other duties and responsibilities as assigned.
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