Early On Special Education Teacher (.5 FTE)
$25,212–$51,757 year
On-siteHowell, Michigan, United States
Job Summary
Assess child development and align curriculum to individual student needs for birth-to-three-year-olds, focusing on early literacy, adaptive skills, and explicit instruction in social, language, and motor domains. Implement evidence-based interventions like PBIS and support students with complex communication needs using AAC tools. Coordinate ancillary services, supervise teacher assistants, and serve as case coordinator while ensuring medical needs are met per policy. Plan and conduct parent conferences, maintain accurate IEP documentation, and apply High Leverage Practices for autism and developmental delays. This .5 FTE role supports caregiver coaching and direct instruction within the Early-On program.
Required Qualifications
- Bachelor's degree
- Completion of the Early-On Essentials
- Michigan teaching certificate with the following endorsements: ZS, ZN Early Childhood special education endorsement OR ZA Early Childhood endorsement with at least one other qualifying special education endorsement (cognitive impairment or autism spectrum disorder preferred)
- Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations
- Ability to write reports, business correspondence, and procedure manuals
- Ability to effectively present information and respond to questions from groups of staff, parent, and the general public
- Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume
- Ability to use advanced mathematics to solve problems related to use of technology
- Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
- Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form
- Ability to apply knowledge of current research and theory to area of professional responsibility
- Ability to plan and implement adaptive technology based on needs and abilities of students to whom assigned
- Ability to establish and maintain effective working relationships with students, peers, parents and community
- Ability to speak clear and concisely in written or oral communication
- Ability to occasionally lift and/or move up to 50 pounds
- Ability to occasionally push items of 50 lbs such as equipment
- Ability to remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District
Desired Qualifications
- 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
- 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
- Enthusiasm, flexibility, and ability to work cooperatively with students, parents, teachers and administrators
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