Ex Ed Teacher - Pre Kindergarten

Overview

The purpose of this classification is to design and implement a high-quality, inclusive pre-kindergarten learning environment that serves both children with and without disabilities

The teacher provides developmentally appropriate instruction aligned to district curriculum while also delivering specially designed instruction and related supports in accordance with Individualized Education Programs (IEPs). The teacher serves as a special education case manager, ensuring that all students—across a full range of abilities—access rigorous, engaging learning experiences that promote communication, social-emotional growth, early literacy and numeracy, independence, and positive behavior. 

 

Brown Academy is a PreK-5 school located on the campus of the University of Tennessee, Chattanooga.  Our school nurtures student creativity,  sparks imagination, and encourages learning through design thinking and project based learning

Through these processes, we teach our students to become effective thinkers, collaborators and designers who are empowered with skills for the future.   Our strong collaborative culture sets our school apart as our faculty works successfully to meet the needs of all of our students.

We are looking for teachers who are creative and reflective

Our teachers need to possess strong interpersonal skills that allow them to build relationships with students, parents and colleagues.  Additionally, teaching candidates should have a deep understanding of instructional best practices and excellent classroom management and organizational skills.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described. 

• Maintains appropriate licensure and acknowledges that continued employment with the Hamilton County Department of Education is contingent upon providing required documentation to validate licensure in a timely manner. 
• Design and implement a developmentally appropriate, inclusive Pre-K program aligned to TN Early Learning Developmental Standards (TN-ELDS), district curriculum, pacing guides, and Tennessee Special Education Pre-K Scope of Services. 
• Provide whole-group, small-group, and individualize instruction across content areas including language development, early literacy, math, science, social-emotional learning, physical development, art, music, and dramatic play.  
• Create an inclusive classroom environment consistent with CLASS/ELLCO and Universal Design for Learning (UDL) principles. 
• Implement instructional materials suitable for students with a wide range of cognitive, physical, communication, and social-emotional needs. 
• Sit with students during meals and snacks and provide active supervision throughout the school day. 
• Ensure that students are signed in and out each day. 
• Serve as case manager for students with disabilities, including: 
  • Participating in referral and evaluation processes. 
  • Facilitating and documenting IEP meetings. 
  • Developing, implementing, and monitoring IEP goals and services. 
  • Provide specially designed instruction and behavior supports aligned to student IEPs. 
  • Collect and analyze ongoing data on IEP goals and developmental progress, including progress reports and ECOs.  
  • Daily communication with families about progress on goals 
  • Collaborate with related service providers (e.g., speech-language, OT, PT, school psychology, behavior support) to integrate services into daily instruction. 
  • Implement assistive technology and communication systems as appropriate. 
• Administer required Pre-K and special education assessments in accordance with district timelines. 
• Maintain progress monitoring data for all students. 
• Use assessment data to inform instructional decisions and individualized supports. 
• Communicate regularly with families through conferences, newsletters, meetings, and home-school communication. Daily communication with families about progress on goals 
• Engage parents as partners in both general education and special education processes documenting discussions of Least Restrictive Environment.  
• Collaborate with paraprofessionals/assistants, itinerant staff, and related service providers to ensure coordinated instruction and support. 
• Plan and coordinate the work of classroom assistants, volunteers, and support staff. 
• Maintain accurate and timely records for both general education and special education (including IEP documentation and timelines), including academic performance, attendance, interventions, and social acclimation

  Reports on all aspects of student development for school records and parents; conducts