Dedham's Early Childhood Education Center has an opening for a Long Term Substitute Integrated Preschool Teacher from early March, 2024 through the end of the 2023-24 school year.

Required Qualifications:

• Massachusetts certification and licensure in early childhood AND special education
• Experience with students with a range of developmental disabilities (Autism Spectrum Disorders, etc.) 
• Knowledge of state and federal special education regulations
• Effective organizational and interpersonal skills
• Ability to work collaboratively with administrators, colleagues, parents/guardians, and others in the delivery of effective services
• Familiar with Applied Behavior Analysis (ABA) teaching model and PBIS

Preferred Qualifications:

• Master’s degree  
• Successful experience as a special educator including chairing of meetings and performing assessments using a variety of standardized protocols

Responsible to:  Principal, Early Childhood Coordinator, Building Team Leader, Director of Special Education

Primary Functions:  The Dedham Public Schools offer integrated preschool classes to children between three and five years of age who require special education programming. Typically developing children are also enrolled in the preschool programs to ensure strong and appropriate peer modeling. The Dedham  Public School districts values inclusion as the optimal method of teaching children with disabilities. Students with and without disabilities benefit from this philosophy, as the classes provide rich, language-based curriculum with a multi-sensory, developmental approach to teaching. The primary function of the integrated preschool teachers is to:

1. develop and deliver an interactive learning program designed to engage and educate young children.
2. help all children develop self-respect, positive peer relationships, self-control, and friendships based on mutual respect.

Details:

Program Administration

• Discuss student’s progress with parents, teachers, counselors, and administrators.
• Supervise and mentor paraprofessionals who work with students                                                                                
• Collaborate with professional staff regarding their specific teaching, therapeutic and supervisory responsibilities.
• Collaborate with Principals and Early Childhood Coordinator to develop individual schedules to ensure compliance and most effective instruction.
• Collaborate with Principal and Early Childhood Coordinator to support co-teaching models that provide inclusion experiences for students within the program.
• Ensure the implementation of administrative procedures related to Powerschool; maintenance and security of student records for caseload.
• Prepare and help students and families transition from preschool to kindergarten.
• Collaborate with services providers, including but not limited to: school psychologists, school counselors, speech and language specialists, physical therapists, occupational therapists, vision/mobility therapists, BCBA.

Direct Instruction 

• Provide a rich, language-based curriculum with a multisensory, developmental approach to teaching. Plan, prepare, and teach lessons and activities as a class, in small groups, and 1:1 as needed, in accordance with IEPs.
• Work cooperatively with other specialists/teachers to develop curriculum.
• Promote inclusion and equity of instruction in classrooms by implementing formative and summative assessments to track student progress. Use data to plan for instruction.
• Plan and supervise purposeful assignments for paraprofessional(s).
• Implement group and individual behavior plans as well as plan and implement discrete trial programming. Adapt lessons and modify assessments for students with special needs.
• Meet regularly with internal TEAM members (BCBA, speech pathologists, occupational and physical therapists) regarding issues and concerns around student needs.
• Communicate regularly with families regarding service delivery and progress
• Adapt teaching methods and materials to meet the interests and learning styles of children.
• Provide tools and resources for children to use and explore during learning and play activities.
• Provide a classroom environment structure that promotes prosocial, respectful learning and approaches to play. 

Assessment/Pre-referral

• Participate in building-based Student Assistant Team (SATs) and support regulatory pre-referral activities by providing screenings as needed.
• Perform a variety of cognitive and achievement assessments targeting areas of strength and areas of challenge, including but not limited to cognition, language, social skills, and behavior.

Professional Expectations

• Develop and maintain positive relationships with children and families.
• Develop and update IEPs throughout the school year to reflect students’ progress and goals. Chair IEP meetings for assigned students.
• Attend all faculty meetings/in-services/professional development activities as scheduled
• Support and participate in all mandated DESE monitoring activities as requested; completion of required coursework, Coordinated Program Reviews, etc.
• Completes educational forms and reports as directed by the school, and/or local educational agency.

Other

• Carries out any other appropriate responsibilities assigned by building administration

PHYSICAL DEMANDS/REQUIREMENTS

• Frequent standing
• Significant amounts of walking

WORK ENVIRONMENT/CONDITIONS

The school environment can be high energy and moderately noisy. Before/after school, recess and field trips may require time outdoors in inclement weather.