2025-2026 School Year Early Childhood Special Education Teacher

Fargo Public Schools; Fargo (ND); On-site; USD 47,000 - 92,000; Full time

Job summary

Fargo Public Schools seeks a dedicated Early Childhood Special Education Teacher for the 2025-2026 school year. This full-time role involves facilitating learning for children aged 3-5 with special needs and collaborating with parents and professionals to optimize educational outcomes. Applicants must have a Bachelor's degree in Early Childhood Education and a North Dakota Teaching License. The position offers competitive salaries ranging from $47,393 to $91,468 annually.

Qualifications

• Bachelor's degree required; Master's degree preferred.
• High interest in serving students with complex needs.
• Strong communication skills required.

Responsibilities

• Facilitate social and developmental learning for children ages 3-5.
• Provide direct instruction in areas determined in the IEP.
• Monitor and evaluate student progress and behavior.

Skills

Communication

Adaptability

Collaboration

Creativity

Education

Bachelor’s degree in Early Childhood Education

Master's degree in Early Childhood Education

Job description

2025-2026 School Year Early Childhood Special Education Teacher

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2025-2026 School Year Early Childhood Special Education Teacher

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Job Type Full Time Benefits Eligibility Benefits Eligible Schedule Teacher's Contract Salary Range From $47,393 to $91,468

Position Purpose: Responsible for facilitating social, physical, adaptive, intellectual and overall developmental learning for children ages 3-5 with special education needs; instructing, assessing, and program planning for students; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students and parents. This job reports to the ECSE Administrator.

Responsibilities:

• Establishes an instructional/learning environment for students.
• Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills.
• Administers a variety of evaluative tools (e.g. developmental testing programs, subject specific assessments, etc.) for the purpose of assessing student competency levels and developing individual learning plans.
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students.
• Plans individual and group activities to stimulate growth in language, social, and motor skills such as learning to listen to instructions, playing with others, and using play equipment.
• Develops and uses instructional materials suitable for verbal or visual instruction of pupils with wide range of mental, physical, and emotional maturates.
• Develops in each pupil an awareness of his worth as an individual and his role in his family and community. Encourages pupils to express themselves creatively in art, music, and dramatic play.
• Provides appropriate climate to establish and reinforce acceptable pupil behavior, attitudes, and social skills.
• Cooperates and seeks assistance from other professional staff members.
• Provides individual and small group instruction designed to meet individual needs of pupils in communications skills, health habits, physical skills, and development of self-concepts.
• Plans and coordinates the work of paraprofessionals and other professional support staff.
• Communicates regularly with parents by means of a newsletter, notes, phone calls and individual parent conferences.
• Interprets school programs to parents in order to strengthen parental understanding of the individual pupil's needs and the school's role in the pupil's life.
• Assesses student progress towards objectives, expectations, and goals (e.g. social emotional, motor development and communication skills, academic needs, adaptive abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
• Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed.
• Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Selects and requisitions, instructional aids and supplies.
• Promotes parent participation and involvement in education activities provided for their children.
• Maintains IDEA documents, files, and records for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements. Maintains records and reports regarding pupil progress in a timely manner.
• Participates in a variety of meetings (e.g. IEP meetings, staff meetings, parent teacher conferences, etc.) for the purpose of conveying and gathering information required to perform functions.
• Knowledge of assessment materials and procedures, as well as an ability to make appropriate classroom assessments.
• Knowledge of disability categories, criteria for placement in programs, and service delivery options
• Participate in all mandatory training or training appropriate to the position as required by the district.
  
  

Minimum Qualifications:

• Bachelor’s degree in Early Childhood Education
• North Dakota Teaching License or ability to obtain prior to start date with special education endorsement
• High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional)
• Understanding of child development stages and developmentally appropriate expectations
• Strong communication skills both verbal and nonverbal
• Ability to establish and maintain constructive relationships
• Ability to demonstrate flexibility and creativity
• Ability to maintain confidentiality
• Knowledge of current programming trends in special education
  
  

Preferred Qualifications:

• Master's degree in Early Childhood Education
• Working knowledge of functional behavior assessments and behavior intervention plans
• Experience in supervising and scheduling paraeducators/paraprofessionals
• Special Education endorsement in one or more of the following: Early Childhood Special Education, Autism spectrum, Emotional disabilities, Intellectual disabilities, Multiple disabilities
  
  

Application Procedures

All applications for open Fargo Public Schools positions must be made via www.applitrack.com/fargo/onlineapp. Paper submissions will not be accepted. Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties. Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees. In addition, Teacher Applicants will need to attach: Current teaching license.

Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.

Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214. Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.

For more information or questions please call 701-446-1000 or email [e-mail].

Fargo Public Schools (FPS) is dedicated to fostering an educational environment rooted in inclusivity and academic freedom. Our FPS Philosophies https://www.fargo.k12.nd.us/about-us/fps-philosophies articulate our commitment to these principles, guiding our practices to ensure every student's success. We invite candidates to thoroughly review our FPS Philosophies as they reflect the foundational values and expectations for all FPS employees. By applying, candidates express their commitment to embracing and upholding these philosophies in their professional practice, contributing to a culture of excellence and inclusivity within our schools.

The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.

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