Early Childhood Special Education Teacher Consultant

MEMSPA; Michigan; Hybrid; USD 65,000 - 85,000; Full time

Job summary

COPESD in Michigan seeks an Early Childhood Special Education Teacher Consultant to provide leadership, consultation, coaching, and technical assistance for inclusive programs for young children with disabilities.

You will partner with families, schools, and community agencies to support evaluation, IEPs, transitions, and compliant service delivery under IDEA and MARSE.

Qualifications

• Must possess a valid Michigan teaching certificate and meet MDE requirements for ECSE teacher consultant.
• Master’s degree in education or related field and MARSE eligibility.
• 3–5 years of satisfactory teaching experience in inclusive early childhood settings.

Responsibilities

• Provide consultation, coaching, modeling, resources and technical assistance to ECSE staff.
• Support Child Find activities and coordinate referrals, evaluations, IFSP and IEP processes.
• Coordinate transitions into preschool, and from preschool to kindergarten.
• Collaborate with COPESD staff and LEAs to ensure high-quality ECSE services.
• Share updates on IDEA, MARSE, and state requirements; provide professional learning.

Skills

Leadership

Consultation

Coaching

Collaboration

Special education

Education

Michigan teaching certificate

Master’s degree in education or related to special education

Teacher Consultant Full Approval (MARSE)

Job description

Early Childhood Special Education Teacher Consultant

Deadline: October 30, 2026
District/Organization: COPESD
Position/Type: Other, full time

Title: Early Childhood Special Education Teacher Consultant
FLSA: Exempt
Reports to: Director of Special Education
Updated: September 2026

Position Summary

The Early Childhood Special Education Teacher Consultant provides leadership, consultation, coaching, and technical assistance to support high-quality, inclusive programming for young children with disabilities. This position collaborates with staff, families, and community partners to support Child Find, evaluation and IEP processes, transitions, instructional practices, and compliance with IDEA, MARSE, and Michigan Department of Education requirements.

Principal Duties and Responsibilities (Essential functions in terms of the Americans with Disabilities Act)

• Experience working with preschool-aged children with disabilities and knowledge of early childhood development,
  developmentally appropriate practices, and inclusive early childhood programming.
• Provide consultation, coaching, modeling, resources, and technical assistance to early childhood teachers,
  ancillary staff, paraprofessionals, and other educational personnel serving young children with disabilities.
• Support Child Find activities for children ages 0-5 and coordinate and participate in referrals, multidisciplinary
  evaluations, eligibility determination, and IFSP and IEP development in accordance with IDEA, MARSE, District
  procedures, and applicable timelines.
• Coordinate and support transition activities for children moving from Early On/Part C services into preschool
  special education/Part B services and from preschool programming into kindergarten.
• Provide consultation and technical assistance related to ECSE Service (1755) models, including support for
  development of program/service calendars consistent with applicable state and federal requirements.
• Collaborate with local district teachers and administration along with COPESD staff to support high-quality ECSE
  services in an inclusive educational setting.
• Consult with general education staff regarding MTSS processes and support for young children experiencing
  developmental, behavioral, social-emotional, or educational concerns.
• Assist educational teams in identifying and implementing appropriate special education programs, services,
  accommodations, supplementary aids and services, instructional strategies, behavioral support, and inclusive
  opportunities based on individual student needs.
• Communicate relevant updates regarding special education requirements, District procedures, COPESD
  guidance, and early childhood special education practices; provide professional learning to ECSE staff as
  appropriate.
• Collaborate with families, Early On personnel, community preschool providers, local school districts, and other
  appropriate agencies throughout referral, evaluation, IEP, transition, and service-delivery processes.
• Support ECSE parent communication and education activities.
• Serve as a resource to families regarding early childhood special education programs, services, transitions, and
  community resources.
• Demonstrate knowledge of IDEA Part C and Michigan Early On requirements and provide case management for
  eligible infants and toddlers, including service coordination, family-centered planning, transition activities, and
  collaboration with families, providers, and community partners to ensure timely and compliant delivery of Early On
  services.

The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

Preferred Employment Qualifications

Education: Must possess a valid Michigan teaching certificate and meet Michigan Department of Education requirements for an approved or endorsed Early Childhood Special Education teacher. Must possess a master’s degree in education or a field of study related to special education and meet the requirements for Michigan Department of Education Teacher Consultant Full Approval, including applicable requirements under MARSE R 340.1782 and R 340.1790.

Experience: A minimum of 3-5 years of satisfactory teaching experience working with early childhood students in an inclusive educational setting, preferably with not less than 2 years of teaching in a special education program.

Other Knowledge, Skills, and Abilities: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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.

Required

• Ability to maintain confidentiality with staff and sensitive information.
• Ability to communicate in a clear, concise, professional manner in both oral and written communications.
• Ability to effectively manage multiple tasks to meet deadlines.
• Ability to work as part of a highly motivated, interdisciplinary team.
• Ability to consistently and reliably perform all duties of the position.
• Collaborate with Northeast Michigan Community Service Agency (NEMCSA), Local Education Agencies (LEA) and COPESD staff to support identified needs of students.
• Coordinate and facilitate Infant Family Service Plan (IFSP) and Individual Education Plan (IEP) Meetings.
• Timely, regular and consistent daily attendance is required.

This job description is not an employment contract and should not be construed as such. Additionally, no other statement, verbal or written, is to be interpreted to constitute an employment contract or an employment relationship. Employment in professional staff positions with Cheboygan Otsego Presque Isle Educational Service District (COPESD) is not by annual contract but rather is covered by the current COP Professional Staff collective bargaining agreement and board policy.

This current job description supersedes all prior descriptions and all previous versions of the job description are null and void. This job description may be amended or modified at any time by the employer. Any such modification will be timely communicated to all affected employees.