Teacher-Early Childhood Special Education (Early On)

SUMMARY

Under the direct supervision of the Director -- Related Services/Early On, and in accordance with
established policies and procedures of Eaton RESA, the Early Childhood Special Education Teacher
shall provide child (birth to age 3) and family assessment, family-centered services, and collaborative
consultation with staff, families, agency personnel, community providers and administrators.

PRINCIPAL DUTIES AND RESPONSIBILITIES

● Educates caregivers and supports the whole child’s development.
● Assures that early intervention evaluations are provided according to state and federal laws related
to IDEA Part C and Michigan Mandatory Special Education and with Early On Best Practices
● Evaluate children for Part C and Michigan Mandatory Special Education eligibility as appropriate.
● Participates in Initial and Review Individual Family Service Plan (IFSP) meetings, developing
functional outcomes with the family that are based on family interests and priorities.
● Facilitates all aspects of the IFSP including conducting reviews, documenting growth on overall
development, and updating outcomes as appropriate.
● Provides direct coaching services and ongoing developmental assessment in natural environments
to eligible children aged 0-3 according to their IFSP, as the Service Coordinator. This requires
planning for individual and group services.
● Supports caregivers to incorporate child outcomes as part of daily routines including things they do
as a family and places they go.
● Works as part of a team in a Primary Service Provider Model, in which the employee will work on
all aspects of a child’s development and utilize other team members for support, consultation, and
guidance.
● Participates in co-visits with other staff to learn from and/or support staff and family needs.
● Supports families in connecting to other services in the community that they may need.
● Facilitates and participates in learning groups for infants, toddlers, and their families as needed for
the program.
● Participates in regular team meetings, supporting the families in the program with consultation
within the Primary Service Provider Model.
● Prepares, maintains, and processes required program documents, records, and reports.
● Maintains up-to-date knowledge of research, theories, and practices associated with early
intervention.
● Other duties as assigned.
The listed tasks are intended to describe the nature and level of work being performed by a person in this
position. This is not an exhaustive list of all job duties performed nor is it expected that all positions will
be assigned every duty.

KNOWLEDGE, SKILLS & ABILITIES
● Extensive knowledge of all domains of child development to assess needs and develop
interventions.
● Knowledge of family-centered services and practices to support and address family resources,
needs, concerns, and priorities.
● Ability to provide technical assistance to other staff.
● Ability to work and communicate effectively with administrators, staff, agencies, medical
providers, community providers, young children, and families in the role of service coordinator.
● Ability to organize, self-direct, and initiate work when given a variety of responsibilities and
assigned tasks.
● Ability to lead, coordinate, and make decisions and problem solve independently and
collaboratively within a team of service providers in partnership with the family.
CERTIFICATES, LICENSES, REGISTRATIONS (If Applicable):
Required
● Current Michigan Teaching Certification (ZA, ZS, or other special education certification; OR
willing to work toward ZA, ZS, or BK)
EDUCATION, TRAINING & EXPERIENCE:
Required
● Possession of a bachelor’s degree or higher in education
● One (1) year or more experience with evaluations determining levels of development.
Desired
● Three (3) years or more experience with direct service provision and/or service coordination in
Early Childhood Special Education.