Pre-K Special Education Teacher

Waterbury Public Schools; Waterbury (CT); On-site; USD 40,000 - 55,000; Full time

Job summary

Waterbury Public Schools is seeking a dedicated Pre-K Teacher for Special Education to provide instruction and case management for special needs students. This position requires a Bachelor’s degree and a valid Connecticut teaching certificate, ensuring compliance with educational standards.

The ideal candidate will demonstrate a strong understanding of best practices in special education and have the ability to develop effective lesson plans that address the unique needs of students. Opportunities for professional growth and collaboration are encouraged.

Qualifications

• Bachelor's degree from an accredited college or university.
• Valid Connecticut teaching certificate/endorsement required for employment.
• Skill in utilizing assistive technology for vision impairments.

Responsibilities

• Provide instruction and support for special needs students.
• Develop Individualized Education Plans (IEPs) with IEP teams.
• Communicate with parents regarding students' needs.

Skills

Knowledge of best practices

Classroom management

Interpersonal relations

Ability to work with diverse backgrounds

Education

Bachelor’s degree

Valid Connecticut State Board of Education teaching certificate

Comprehensive Special Education, K-12 – 165 endorsement

Tools

Assistive technology

Job description

Job Classification Title

Pre‑K Teacher (Special Education)

Department

Special Education

Reporting

Reports to building principal or district level administrator.

Classification Details

Bargaining unit classification: Waterbury Teachers’ Association CEA‑NEA. FLSA designation: Exempt.

Part I – Summary Of Classification

This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.

Part II – Minimum Knowledge, Skills And Abilities

Education and Experience

• Bachelor’s degree from an accredited college or university.

Continued Education Requirements

• Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
• Comprehensive Special Education, K‑12 – 165 endorsement.
• Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
• Teachers in this job class must complete all State CEU requirements for re‑certification.

Knowledge, Skills and Abilities

• Considerable knowledge of current best practices, laws, including due process and the Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students.
• Considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, and specific strategies/interventions to use in the classroom.
• Knowledge of child development, educational philosophy, teaching methods and approaches, and currently researched best practices and strategies.
• Knowledge of educational testing, learning theory, and students’ learning styles and needs.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI).
• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low‑vision devices, and utilizing assistive technology for vision impairments where required.
• Skill in classroom and behavior management, interpersonal relations, organization, and verbal and written communications.
• Skill in signing, cued speech, and auditory‑verbal areas where required.
• Skill in the five real‑life transition areas where required.
• Skill in transitional service planning and remedial instruction.
• Skill in utilizing computer technology for educational purposes, including word processing.
• Skill in working with students having a wide range of disabilities.
• Ability to apply PBIS and SRBI principles.
• Ability to be flexible regarding meeting the changing needs of students and varying modifications to district and state mandates.
• Ability to create a structured and efficient working environment for students.
• Ability to develop and update curriculum, lesson plans and associated materials to meet the unique needs of the special education students.
• Ability to develop relevant assessment tools and integrate results into instructional units.
• Ability to teach a variety of students, with varying disabilities across a range of classes.
• Ability to work with individuals from diverse backgrounds.

Position Supervises

• May provide work direction to paraprofessionals and clericals as assigned.

Part IV – Essential Functions

• Attends meetings such as staff, building, parent, team and case management.
• Communicates with team members, parents, guardians and outside agencies regarding students’ interventions, medications and programmatic needs.
• Develops data collection and management systems; enters data into proprietary and other computer databases; analyzes data, identifies student needs, and recommends quarterly classes based on individual student needs.
• Develops or utilizes assessment tools and progress reports, including Illinois Interactive report cards.
• Builds positive and trusting relationships with students; counsels students and reviews transition activities; provides job coaching for students regarding community job placement activities.
• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards.
• Ensures teams utilize concepts of least restrictive environment and best practices with students.
• Deals with student transportation issues, such as transporting students in school vehicles, and serves as a contact regarding student problems on the school bus.
• Participates in staff development activities.
• Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands‑on formats and other strategies.
• Manages student behavior, including implementing disciplinary procedures and assisting with individualized intervention plans, writing and implementing conditional procedures; models strategies for other staff.
• Ensures student safety for extreme weather, transportation and other risk; supervises students on building grounds, playgrounds and during bus boarding/disembarkation.
• Works with Integrated Educational Plan (IEP) teams to develop Individualized Education Plans, manage IEPs, re‑evaluate, assist with goal writing and participate in IEP conferences.
• May order supplies and materials related to curriculum and instruction.
• May provide in‑service training to other staff.
• May act as a case manager for transition planning at middle and high school levels.
• May work with hearing‑impaired students on an itinerant basis.
• Performs other related duties as required.

Working Conditions, Physical and Mental Requirements

Employees must have adequate physical strength, stamina, agility and visual & auditory acuity and maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Equal Opportunity Statement

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourages prospective and current employees to discuss potential accommodations with the District when necessary.