Pre-K Special Education Teacher

Anova Education; Farmington (ME); On-site; USD 40,000 - 60,000; Full time

Job summary

A local school district in Farmington is seeking a Pre-K Special Education Teacher. This role requires providing individualized instruction to students aged 3-5 with diverse learning needs, managing Individualized Education Programs (IEPs), and collaborating with a multidisciplinary team. Candidates should hold a Bachelor’s degree in Special Education or Early Childhood Education and demonstrate strong empathy, communication skills, and a solid understanding of early childhood development. The position follows a school-year schedule, typically from 8:30 am to 3:12 pm.

Qualifications

• Strong understanding of early childhood development, language, motor, sensory, social skills.
• Strong understanding of special education child find, referral and eligibility process.

Responsibilities

• Provide high-quality, individualized instruction to students aged 3-5.
• Lead the development, implementation, and annual review of IEPs.
• Serve as the primary point of contact for families.

Skills

Understanding of early childhood development

Understanding of special education processes

Empathy & Patience

Communication

Organization

Education

Bachelor’s degree in Special Education or Early Childhood Education

Master’s in similar field preferred

Job description

MT. BLUE REGIONAL SCHOOL DISTRICT - RSU 9

227 MAIN STREET, FARMINGTON, ME 04938

Phone [phone] Fax [phone]

COMMUNITY CULTURE CURRICULUM

“Working together to provide high-quality educational opportunities for all.”

CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON

Pre‑K Special Education Teacher

*Primary location dependent on student enrollment for School Year 26‑27*

Job Goal(s)

To provide high‑quality, individualized instruction to students aged 3‑5 with diverse learning needs. This role involves managing the Individualized Education Program (IEP), collaborating with a multidisciplinary team (Speech, OT, PT), and fostering a nurturing inclusive early childhood environment.

Certifications

• Maine DOE Certification:
  • 282 Teacher: Child with Disabilities (Birth - Age 5)
  • 282 Teacher: Child with Disabilities (PreK - Grade 8)

Qualifications

1. Strong understanding of early childhood development, language, motor, sensory, social skills.
2. Strong understanding of special education child find, referral and eligibility process.
3. Displays a philosophy consistent with that of the school district.

Core Competencies

• Empathy & Patience: A deep commitment to supporting the youngest learners and their families as they navigate the special education system.
• Communication: Ability to translate complex educational data into clear, actionable insights for parents and caregivers.
• Organization: Proven ability to manage documentation for a caseload while remaining present and engaged in the classroom.

Education

• Bachelor’s degree in Special Education or Early Childhood Education
• Master’s in similar field preferred

Working Schedule

• School Year Only (180 Days)
• Elementary Schedule ~ 8:30am - 3:12pm

Travel Requirements

• Travel between schools may be required at times.

Reports to: Director of Special Services / Building Principal

Primary Responsibilities

• Instructional Leadership: Design and implement specially designed instructional strategies, developmentally appropriate, play‑based lessons that align with Maine’s Early Learning and Development Standards (MELDS) and individual student goals.
  • Provide training, direction, and supervision to education technicians regarding the educational program.
  • Organize and maintain the classroom structure to maximize instruction.
  • Maintain appropriate classroom management and safety procedures.
• Assessment: Administer, score, and summarize results of assessment measures given to students.
  • Establish and maintain a system of evaluating and documenting student progress.
  • Participate in staff development activities and school duties and responsibilities appropriately.
• IEP Management: Lead the development, implementation, and annual review of IEPs. This includes conducting assessments, writing progress reports, and maintaining compliance with state and federal regulations (MUSER).
• Case Management: Serve as the primary point of contact for families, coordinating services with service providers (Speech Pathologists, OTs, and Behavioral Specialists) to ensure a holistic approach.
• Behavioral Support: Implement Positive Behavioral Interventions and Supports (PBIS) and assist in the creation of individualized behavior plans for students requiring social‑emotional guidance.
  • Monitor student behavior across all school settings and provide consultation and assistance as needed.
• Collaboration: Work closely with general education Pre‑K teachers to support inclusive “least restrictive environment” (LRE) placements and transitions to Kindergarten.
  • Communicate with parents of students on caseload regarding progress or when requested by parents.

Terns of Employment

As determined by the Professional Collective Bargaining Unit.

Evaluation

The performance of this job will be evaluated annually per the provision of the Board’s Policy on Evaluation of Professional Personnel.

FLSA

Exempt

Note

The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.