Title: Special Education Preschool Teacher

Reports to: Program Facilitator, Special Education

Salary Schedule Range: Depends on Experience (Highest placement would be at Class III, Step 13 of the Teacher Salary Schedule- available online in the Human Resources section of the District website). Annual stipends for a Master’s and a Doctorate degree.

Benefits: Eligible to participate in District health, vision, dental, and term life insurance.

Purpose of Position: Provide learning experience for preschool students in the areas of cognition, receptive and expressive language, fine and gross motor, and self-help skills.

Essential Functions:,

Equity

Serve as a teacher for the educational program that delivers on the unique needs of a socio-economically, culturally, ethnically, racially, and linguistically diverse student population.
Maintain a classroom environment that focuses on academic, behavioral, and social-emotional well-being prevention and implements practices that ensure equitable outcomes for all students.
Manage and organize the classroom with a focus on equity, accountability, student-centered approach, and a positive culture and climate.
Implement classroom practices that ensure equitable outcomes for all students.
Engage in professional learning that enhances the achievement of all students, particularly socio-economically, culturally, ethnically, racially and linguistically diverse student populations.
Ensure that classroom resources are utilized in a way that addresses the needs of our most vulnerable learners.
Commit to carrying out school goals and objectives so that all learners are prioritized.

Accountability

Abide by the California Education Code, the Administrative Code of California, and the policies and regulations of the Santa Barbara Unified School District.
Implement with fidelity the instructional program to meet the needs of a socio-economically, culturally, ethnically, racially, and linguistically diverse student population.
Implement classroom instruction and student supports based on student achievement data.
Review the results of assessments and implement interventions to ensure that all students meet grade-level proficiencies.
Support the achievement of all students, in particular, with a heightened level of focus on socio-economically, culturally, ethnically, racially, and linguistically diverse student populations.

Student-Centered

Carry out the school’s program expectations to meet the needs of all segments of the community.
Provide opportunities for students to see their own background and experiences through the curriculum.
Be aware and responsive to the individual needs of each student and family.
Communicating important classroom information to all students and families in the classes.

Culture and Climate

Establish and maintain high expectations for achievement and implement systematic supports using the Multi-Tiered System of Support (MTSS) so all students can achieve standards.
Participate in family engagement programs
Carry out the school’s student behavior policies and procedures with an emphasis on addressing the disproportionality of the system’s impact on specific student groups (i.e., students of color, students with disabilities, socio-economically disadvantaged).
Assume responsibility before, during, and after school hours for the health, safety, and welfare of students.
Maintain the classroom as a safe space for students.
Perform other duties as assigned.

Working Conditions & Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all-inclusive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job.

Unless reasonable accommodations can be made, while performing this job, the staff member shall:

Use strength to lift items needed to perform the functions of the job.
Sit, stand, and walk for required periods of time.
Speak and hear.
Use close vision, color vision, peripheral vision, and depth perception, along with the ability to focus vision.
Communicate effectively in English, using proper grammar and vocabulary.
Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls.

Environmental Demands:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all-inclusive.

Exposure to a variety of childhood and adult diseases and illnesses.
Occasional exposure to a variety of weather conditions.
Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.

Knowledge of:

The importance of equity, cultural proficiency, cultural awareness, implicit bias, and an anti-racist agenda
Two-way communication methods that enhance the school experience for families, students, and employees.
Transformational systems leadership approach.
Data analysis and data-driven decision making.
Procedures, methods, and techniques of organization, management, and supervision of a school.
Leadership strategies that will result in transformational change and equitable outcomes for all students
Curriculum, assessment, and evaluation techniques to ensure program and personnel effectiveness with all types of students.

Ability to:

Implement an equity agenda that ensures that the entire school program is centered around the acceptance and achievement of all students.
Implement and expect that communication strategies are inclusive of all stakeholders.
Shape the culture and climate of the school so that the school is the center of the community and serves the needs of all families.
Establish accountability measures that ensure that every staff member is focused on equal educational opportunities for all students and families, particularly those socio-economically disadvantaged, and our culturally, ethnically, racially, and linguistically diverse students and families.
Apply effective student-family, family-teacher, and family-school counseling skills that focus on anti-bias and cultural awareness precepts.
Make effective decisions that result in equitable outcomes for students while remaining open-minded, fair, and firm.

Required Qualifications:

Possession of a valid California Special Education Credential with preschool authorization.

The District reserves the right to update, revise, or change this job description and related duties at any time.