Early Childhood Special Education Teacher
The Early Childhood Special Education Teacher is part of the early childhood education team at Briya Public Charter School — a leading two-generation education program serving parents and their young children. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.
Briya’s early childhood program serves children from six weeks through pre-kindergarten. While children attend the early childhood program, their parents attend classes comprised of three highly integrated areas of study: English, parenting, and digital literacy. Briya also offers workforce development programs for advanced students who wish to pursue career-ready certifications.
In Briya’s dual-language early childhood classes, children learn through a project-based curriculum. Briya teachers draw inspiration from the pedagogical principles of the Reggio Emilia approach, as well as research about best practices for young dual-language learners. Teachers engage in authentic assessment on a daily basis and work collaboratively in bilingual inclusion classrooms.
Briya has a strategic partnership with Mary’s Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services.
The Early Childhood Special Education Teacher position may include, but is not limited to, the following tasks and responsibilities:
Essential Duties & Responsibilities:
Special Education and Curriculum
- Plans for and provides high push-in, pull-out and co-teaching special education services as appropriate in the pre-k classroom/s to help children meet their goals. Carries out learning experiences across developmental areas and content areas. Prepares special materials and supports concept and skill development through thoughtful, specialized instruction.
- Consults with teaching team to review student progress, share ideas and resources, and involve families in student learning and progress towards goals on an ongoing basis.
- Plans curricular experiences and modifications for students with IEPS, or in 2nd or 3rd tier of RTI.
- Works closely with Inclusion Coordinator to monitor student progress through data collection, and sharing of strategies and resources.
- Writes individual child plans for children with special needs on GOLD weekly planning forms that include objectives and age appropriate experiences, and are responsive to children’s varying needs, skills, abilities and interests. Adapts and modifies plans and instruction for diverse learning styles as well as for the unique cultural and linguistic characteristics of preschool students, using evidence-based strategies to support young dual language learners with learning challenges.
- Enters assessment data and prepares family forms for children with individualized education plans at assigned site/s.
- Utilizes Response to Intervention (RTI) strategies and Briya RTI processes.
- Helps teaching team to utilize and document in planning differentiated instruction techniques and utilize such strategies throughout the day to meet children’s needs.
- Conducts home visits for children with special needs and completes relevant documentation.
- Orients parents to the Special Education and RTI process in a manner that exemplifies Briya’s core values and regard for parents as children’s most important teachers.
- Works alongside parents of children with special needs during PACT time to help them utilize the child development topics learned in adult education class and meet the needs of their child (and siblings when applicable).
Assessment and Student Support
- Utilizes effective data management systems to track observations of children on an ongoing basis and uses them to inform instruction and planning. Maintains a quality online portfolio on GOLD for children with special needs as well as paper portfolios as necessary. Uses assessment information to guide planning efforts.
- Contributes strategies and during student support team (SST) meetings, RTI meetings, or on an as-need basis.
- Works with teaching team, assessments coordinator, special education coordinator, and director to identify children who may have special needs and refer them for services in a timely manner.
- Conduct language‐based small group and individual instruction for Response to Intervention (RTI) and conduct literacy small groups for pre-k children at one site to teach and document all literacy objectives on the GOLD assessment system.
- Deliver and model activities/lessons that help children understand concepts/content as well as develop language skills.
- Actively engages families in children’s learning, collaborating with them to promote children’s development in all areas. Seeks ways to make connections with family members.
- Consistently demonstrates and models high regard for children and families through respectful language and actions.
- Participates in toddler/prek planning and implementation of “Parent and Child Together Time” and carries out a special role with parents of children in special education. Responsible for working with other staff to follow plan and for maintaining a PACT Time file.
- Summarizes information and shares with families during informal meetings and scheduled parent conferences for certain children and/or certain developmental content areas for other children.
Contribution to a Community of Practice
- Contributes to creating a culture of learning
- Evaluates instructional effectiveness and modifies approaches based on feedback, reflection and assessment.
- Actively participates in the school’s professional development opportunities and seeks out additional opportunities and resources.
- Keeps abreast of research and identifies promising practices that enable education programs to produce quality classroom models.
- Ensures quality and growth in the early childhood program by continuing to read and research information on best practices.
- Recruits and registers families who qualify according to the established guidelines.
- Assists in planning and hosting student recognition events and extra-curricular activities
- Maintains high standards of ethical behavior and confidentiality of student information
- Teamwork – Can work well in multidisciplinary team setting with a variety of cultural and educational backgrounds and experiences. Contributes to building a positive team spirit, puts success of the team above own interests, and supports colleagues’ and students’ efforts to succeed.
- Interpersonal Skills –Exhibits excellent interpersonal skills and is able to build and sustain positive, productive relationships. Solves conflicts in cooperative manner; assumes accountability for own actions; and keeps emotions under control in a fast-paced, team-intensive environment.
- Communication Skills – Has excellent written and verbal communication skills.
- Cultural Sensitivity – Has a strong commitment to diversity, with respect and sensitivity to cultural and educational differences. Understands cultural and linguistic barriers to education and has experience overcoming these for student success.
- Flexibility – Can adjust personal schedule to participate in weekend and/or evening school events as needed. Instructors commit to long hours of work when necessary to meet the needs of Briya’s students.
Briya Public Charter School also values and expects the following from its employees:
- Professionalism – Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization.
- Safety and Security – Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly.
- Attendance/Punctuality – Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor.
- Dependability – Follows instruction and responds to management direction. Takes responsibility for own actions.
- Financial Management – Contributes to the financial health of the school through dedication to student retention, support of new family recruitment, careful classroom budgeting, and cost-conscious expenditures to meet the needs of the school.
Education and/or Experience
- Bachelor’s or master’s degree in Special Education or related field, certification in Special Education
- Minimum of three to five years of successful teaching experience
- Proven ability and desire to work with young children children with learning differences
- Experience with meeting the needs of all students in a diverse, multicultural environment
- Excellent oral communication abilities in Spanish and English
If you are interested in applying for this position, please click here or email your resume and cover letter to firstname.lastname@example.org.