Early Childhood Special Education Teacher

Interested applicants are encouraged to apply online or submit their resume to Human Resources at [email protected] by Wednesday, May 20, 2026.

Early Childhood Special Education Teacher

Reports To

Executive Director of Student Support Services

Supervises

N/A

Job Purpose and Focus

Responsible for the planning and the direct instruction of preschool children (ages 2.5-5) utilizing both High Leverage Practices and Specially Designed instruction

 Essential Qualifications and Requirements 

• Bachelor's degree in Special Education or related field (Master's preferred).
• Michigan teaching certificate with the following endorsements: ZS Early Childhood endorsement OR ZA Early Childhood endorsement with at least one other qualifying special education endorsement (cognitive impairment or autism spectrum disorder preferred).
• Knowledge of early childhood development and evidence-based instructional strategies.
• Strong communication, collaboration, and problem-solving skills.

Preferred Qualifications:

• Experience working with preschool-aged children with disabilities
• Experience with IEP development, progress monitoring, and family engagement
• Familiarity with play-based and developmentally appropriate instructional strategies

Essential Functions and Representative Duties

• Assess child development in each curricular and developmental area of need. Align curriculum to assessments, individualizing based on student level.
• Knowledge and experience with High Leverage Practices, explicit instruction, differentiated instruction, and "best practices" in the field of Autism (e.g., START, Project Impact, etc.) and developmental delays.
• Enthusiasm, flexibility, and ability to work cooperatively with students, parents, teachers and administrators.
• Incorporate the use of evidence-based interventions (e.g., PBIS) for classroom management and student behavior.
• Experience supporting students with complex communication needs, including familiarity with Augmentative and Alternative Communication (AAC) supports.
• Knowledge of and accuracy in completing IEPs, present level statements, measurable goals and objectives, and documentation of progress toward goals and objectives.
• Provide explicit instruction to children in the following areas:
  • early literacy;
  • social skills;
  • activities of daily living;
  • language and communication skills;
  • sensory stimuli;
  • fine and gross motor.
• Collaborate and coordinate ancillary student services as indicated by the IEP.
• Plan and conduct parent-teacher conferences as scheduled.
• Supervise, assess and direct the work of teacher assistants to ensure a quality instructional program.
• Serve as case coordinator for students on caseload.
• Assure that medical needs of students are met according to agency policy and procedures.
• Manages and supervises students and paraprofessionals in the educational environment.
• Perform other duties as assigned.

Terms of Employment

Wages and benefits as outlined in the Collective Bargaining Agreement with The Board of Education.

Work Environment

Work is normally performed in a typical interior/office work environment. There is limited exposure to physical risk. Interruption of work is routine. Flexibility and patience are required. Must be able to work within various degrees of noise and activity. Must be self-motivated and able to complete job assignment without direct supervision. Must be able to work toward district goals.

Evaluation/Performance Measurements

Performance of this job will be evaluated in accordance with provisions of the Board's policy and the Collective Bargaining Agreement. Criteria for performance include but are not limited to:

• Demonstrating knowledge of content and pedagogy
• Demonstrating knowledge of students
• Selecting instructional goals
• Demonstrating knowledge of resources
• Designing coherent instruction
• Assessing student learning
• Creating an environment of respect and rapport
• Establishing a culture for learning
• Managing classroom procedures
• Organizing physical space
• Communicating clearly and accurately
• Using questioning and discussion techniques
• Engaging students in learning
• Providing feedback to students
• Demonstrating flexibility and responsiveness
• Reflecting on teaching
• Maintaining accurate records
• Communicating with families
• Contributing to the school and the district
• Growing and developing professionally
• Showing professionalism
• Participation in specific training or workshop opportunities
• Demonstration of interpersonal, time, conflict, and stress management skills
• Demonstration of ability to keep records and meet deadlines
• Human interactions
• Production and efficiency related to job duties

Intent and Function of Position Descriptions

Job descriptions assist organizations in ensuring that the hiring process is fairly administered and that qualified employees are selected. They are also essential to an effective appraisal system and related promotion, transfer, layoff, and termination decisions.

All descriptions reflect essential functions and basic duties. Peripheral tasks have been excluded. Requirements, skills, and abilities are the minimal standards required to successfully perform the positions. In no instance should the duties, responsibilities, and requirements delineated be interpreted as all-inclusive. Additional functions and requirements may be assigned by supervisors as appropriate, in keeping with collective bargaining agreements and law.

Carman-Ainsworth Community Schools does not discriminate on the bases of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected characteristic, in its programs and activities, including employment opportunities. The district shall comply with all applicable federal and state laws and regulations prohibiting discrimination including, but not limited to, Titles VI and VII of the Civil Rights Act of 1964, 42 U.S.C. �� 2000d. et seq.; and 42 U.S.C �� 2000e, et seq.; The Americans With Disabilities Act of 1990, 42 U.S.C. �� 1210, et seq.; The Handicappers' Civil Rights Act, MCL �� 37.1101, et seq.; and The Elliott-Larsen Civil Rights Act, MCL �� 37.2101, Age Discrimination in Employment Act (ADEA), 29 U.S.C. �� 621, et seq.