The WISD's Mission is to educate, serve, and advocate with students, families, schools and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:

The Good Start Early Childhood Special Education Teacher provides training, consultation, and coaching for Washtenaw County early care and education program staff. The Good Start Early Childhood Special Education Teacher supports programs in 1) supporting high quality inclusive environments and practices, 2) promoting positive social-emotional and behavioral development, 3) preventing ongoing persistent challenging behavior, 4) intervening with persistent challenging behavior, 5) Good Start focuses on culturally relevant evidence-based practical strategies that contribute to positive classroom climate and positive child outcomes.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Demonstrates an awareness of and commitment to Trauma-Informed Care practices to support student success and growth within the educational setting.
Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
Demonstrates a strong commitment to the educational and related needs of infants and toddlers.
Supports WISD vision and mission to enhance achievement for all students.
Demonstrates excellent customer service.
Supports the adults in a program in identifying barriers for children in accessing and participating in daily activities and routines.
Supports the adults in problem-solving various challenges they may be experiencing with children who have/may have a disability, developmental delay, and/or challenging behaviors.
Supports programs with building collaboration with local school districts, the home and the community in building and maintaining positive relationships.
Coordinates and develops resources for use by children, their families and program personnel.
Collaborates with program staff to improve use of and/or implement evidence-based programs and procedures related to the social, emotional, and learning needs of children.
Communicates and supports community members, childcare programs, and families seeking various services, connecting them with agencies and organizations who can support them in meeting their needs.
Provides referrals and follow up services for families in crisis.
Collaborates with program administration, program staff, medical staff, and other agencies to integrate students into the community, with emphasis on involving families, facilitating natural supports, and focusing behavior and instruction on long-term outcomes
Facilitates in-services and other staff development activities which enable staff to develop attitudes and skills associated with current evidence-based practices in early childhood education.
Partners with local agencies to develop opportunities supporting preschool age children with disabilities and their families.
Participates in program activities, staff meetings, student/staff meetings, program meetings, in-service activities and other meetings as determined necessary.
Participates in district level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment.
Adheres to District health and safety rules, policies, and procedures.
Supports a team-based approach to problem solving.
Maintains regular predictable attendance.
Other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

N/A

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Possesses a minimum of an earned Master’s Degree in early childhood special education.
Possesses a minimum of three (3) years of satisfactory teaching experience, not less than two years of which was in teaching in a special education program.
Possesses a minimum of three (3) years of experience working with children from birth through the age of six.
Possesses previous experience utilizing computer instruction and technology.
Possesses full and current knowledge of available resources that might be used to resolve or minimize mental health problems of students, staff, and parents.
Possess previous experience providing professional development and training.
Possesses understanding of adult learning in order to best support ongoing support through coaching and consultation.
Previous experience and training working with students who have a wide range of cognitive, physical, and emotional abilities.
Possesses knowledge and ability to implement behavior intervention strategies.
Possesses experience and ability to assist in interventions for students.
Possesses previous experience and ability to coach and consult effectively with teachers, parents, administrators, and other professionals.
Possesses such alternatives to the above qualifications as the Board may find appropriate and acceptable.

CERTIFICATES, LICENSES, REGISTRATIONS:

Possesses a valid Michigan teacher certification in early childhood/special education.
Possesses a valid Michigan driver’s license

LANGUAGE SKILLS:

Demonstrates ability to orient parents, school staff and administrators to the unique needs of children 0-5.
Demonstrates ability to design and implement educational programs appropriate for children 0-5.
Demonstrates ability to explain and demonstrate appropriate teaching techniques.
Demonstrates ability to read, analyze and interpret information including periodicals and professional journals.
Demonstrates ability to write routine reports and correspondence.
Demonstrates ability to effectively present information and respond to questions from groups of educators, parents, students, and the general public.

TECHNICAL SKILLS

Possesses a working knowledge of the Microsoft Office suite (e.g. Microsoft Word, Excel, Outlook, and PowerPoint) and Apple software and devices.
Demonstrates ability to use video conferencing (e.g., Zoom, Teams).
Possesses a working knowledge of New World – (preferred).
Demonstrates ability to select and administer appropriate assessment tools and interpret results of assessment.

MATHEMATICAL SKILLS:

Demonstrates ability to apply the concepts of basic math, algebra, and geometry consistent with the duties of this position.

REASONING ABILITY:

Exhibits a high proficiency in areas of reasoning, problem solving, organizational dynamics and emotional intelligence.
Demonstrates ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form.
Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Demonstrates ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

INTERPERSONAL SKILLS:

Demonstrates ability to build rapport with others and to serve diverse publics.
Demonstrates ability to take initiative, work well with others as a collaborative team member and exhibit good communication skills.
Works cooperatively and communicates with District and constituent district staff, students, and parents/guardians.
Maintains accurate records and appropriate reports.
Demonstrates ability to work effectively and collaboratively with other departments, agencies, and individuals.
Demonstrates ability to work creatively and skillfully with students.
Demonstrates ability to demonstrate initiative and understanding in working with students, staff, and parents/guardians.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision, and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:

This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills, and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

TERMS:

This position is subject to terms, conditions, and calendar of the Master Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon experience) from $47,180 – $101,817.

Washtenaw Intermediate School District is a drug-free workplace.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

Good Start - Teacher