Pre-K Special Education Teacher Leader

Portland Public Schools Co

Portland (ME)

On-site

USD 51,000 - 105,000

Full time

4 days ago

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Job summary

Portland Public Schools seeks a highly qualified Pre-K Special Education Teacher Leader to conduct evaluations, draft IEP goals, and lead ESY planning for PPS ECSE students in Portland, ME. The role includes organizing staff, coordinating professional development, and coaching itinerant teachers.

Responsibilities span team leadership, collaboration with families and related service providers, and ensuring compliant evaluation timelines under IDEA and MUSER.

Qualifications

Bachelor's degree in an applicable field of education from an accredited college or university.
Maine State Teaching Certificate with endorsements: 282 or 286.
Maine State fingerprint (CHRC) authorization.
Master's degree preferred.
Experience with educational evaluations and IEP development processes.

Responsibilities

Complete evaluations for Pre-K students, including assessments and IEP goal drafting.
Lead professional development and coaching for itinerant ECSE staff.
Plan and oversee ESY programming staffing and scheduling.
Collaborate with families and educators throughout evaluation and service delivery.
Coordinate team meetings and case reviews to ensure consistent practices.

Skills

Leadership

Coaching

Collaboration

Communication

Organizational skills

IEP documentation familiarity

Education

Bachelor's degree in education

Master's degree preferred

Tools

IEP systems

Google Workspace

Job description

Pre-K Special Education Teacher Leader

Portland Public Schools Pre-K - Portland, Maine Open in Google Maps

Job Details

Job ID: 5941954

Application Deadline: Posted until filled

Posted: Sep 28, 2026 3:17 PM (UTC)

Job Description

TITLE: Pre-K Special Education Teacher Leader

POSITION OVERVIEW:

Portland Public Schools seeks a highly qualified Pre-K Special Education Teacher Leader. The Pre-K Special Education Teacher Leader will complete evaluations for students living in the city of Portland who are ages 35 years. The evaluation process includes direct evaluation, interviews with parents, caregivers and teachers, observations, full written reports, drafting Individualized Education Program (IEP) goals per student, and attending the initial IEP meeting when eligibility is determined. The Pre-K Special Education Teacher Leader will maintain appropriate records, meet compliance timelines, and follow required procedures and practices outlined in the Individuals with Disabilities Education Act of 2004 (IDEA) for Part B and the Maine Unified Special Education Regulations, Chapter 101 (MUSER).

In addition to completing educational evaluations, this individual will also plan and implement specially designed instruction for students, as needed, including classroom consultation as listed on student IEPs. The Pre-K Special Education Teacher Leader will organize and oversee the provision of Extended School Year (ESY) programming for PPS Early Childhood Special Education (ECSE) students, including staffing, scheduling, and program preparation.

The Teacher Leader will provide leadership and professional learning for all PPS Itinerant Early Childhood Special Education Teachers and Related Service Providers. This includes coordinating professional development opportunities, facilitating regular team meetings, leading collaborative case reviews, and supporting consistent, high-quality practices across the itinerant ECSE team. The Teacher Leader will also provide coaching and consultation to Pre-K special education teachers and support effective scheduling and service delivery.

CORE COMPETENCIES AND RESPONSIBILITIES:

Evaluation

Complete evaluations for Pre‑K students, including direct assessment, observation, written reports, and participation in IEP meetings.
Collaborate with families, educators, and related service providers throughout the evaluation and eligibility process.
Ensure evaluations and related documentation are completed accurately, within required timelines and shared with appropriate parties
Make recommendations for IEP goals, service and accommodations based on evaluation results and collaboration with IEP team
Maintain appropriate records and follow all IDEA and MUSER requirements.

Child Find

Follow up with families as needed to discuss screening results and recommendations.
Support the referral and evaluation process for students who may be eligible for special education services.

Consultation and Instruction

Provide consultation on inclusive classroom practices for classroom teachers and staff.
Support Kindergarten transition preparation and meetings.
Collaborate with educators and related service providers to support implementation of IEP services.
Plan and implement individual specially designed instruction when district capacity indicates need.

Professional Development, Team Leadership, and Coaching

Lead and coordinate professional development opportunities for Itinerant Early Childhood Special Education Teachers and Related Service Providers.
Facilitate regular team meetings for Itinerant Early Childhood Special Education Teachers.
Lead collaborative reviews of student programming, services, and progress to promote consistency and problem‑solving across the itinerant ECSE team.
Provide coaching, mentoring, and consultation to Pre‑K special education teachers.
Support teachers in reviewing schedules and service delivery to ensure effective and efficient use of instructional time.
Promote consistent implementation of evidence‑based, inclusive, and developmentally appropriate special education practices across PPS Pre‑K programs.

Program Management

Organize and oversee the provision of Extended School Year (ESY) programming, including staffing, scheduling, and preparation.
Support district‑wide systems and procedures related to the delivery of Early Childhood Special Education services.
Collaborate with the Pre‑K Director and Director of Early Childhood Special Education and other district staff to identify program needs and develop solutions that support high‑quality services for students.

District Collaboration and Representation

Collaborate with school‑based teams, families, related service providers, and district staff to support effective programming for students receiving Early Childhood Special Education services.
Participate in IEP meetings and support student transitions between programs and into Kindergarten.
Serve as a district‑wide resource for early childhood special education practices, evaluation, instruction, and inclusive programming.

KNOWLEDGE, SKILLS, AND ABILITIES:

Strong foundation in early childhood development, evidence based practices and early intervention practices, particularly for children ages 35.
In‑depth knowledge of IDEA (Part B), Maine Unified Special Education Regulations (MUSER), and special education evaluation and IEP development processes.
Ability to conduct comprehensive educational evaluations and write clear, compliant reports and IEP goals.
Skilled in delivering differentiated instruction and inclusive practices that support diverse learners in Pre‑K settings.
Proven ability to lead, coach, mentor, and provide professional development to Pre‑K special education staff.
Strong facilitation and collaborative problem‑solving skills, including the ability to lead team meetings and collaborative reviews of student programming and progress.
Excellent interpersonal, written, and verbal communication skills; able to collaborate effectively with families, school staff, and community partners.
Strong organizational and program management skills, including experience with Extended School Year (ESY) planning.
Culturally responsive, equity‑minded, and committed to inclusive education for all students.
Proficient with technology for documentation, communication, and instruction (e.g., Google Workspace, IEP systems).

EDUCATION, TRAINING, AND EXPERIENCE:

Bachelor's degree in an applicable field of education from an accredited college or university
Master's degree preferred

CREDENTIAL REQUIREMENTS:

Maine State fingerprint (CHRC) authorization
Maine State Teaching Certificate with one of the following endorsements:
- Endorsement 282 (Teacher of Children with Disabilities, 05)
- Endorsement 286 (Teacher of Students with Severe Disabilities, PK12)

EMPLOYMENT DETAILS:

Schedule: School Year (183 days) + 6 weeks of work over the summer
Assignment: Permanent
Reports to: Pre‑K Director
Contract: Covered under the PEA contract (see 20252028 Collective Bargaining Agreement)
Base salary range: $51,125-104,602 (based on education and experience, as outlined in the CBA)
Stipend: Up to $9,000 for an additional 6 weeks of work during the summer
Overtime: Not eligible for overtime
Benefits: Eligible for benefits as defined by the CBA
Working Conditions: Schedules and work locations may vary depending on student and program needs; extensive district‑wide travel is likely

Position Type: Full-time

Job Categories:

Classroom Teacher > Preschool

Special Education > General Special Education

ABOUT PORTLAND PUBLIC SCHOOLS:

The Portland Public Schools (PPS) serves approximately 6,500 students in 17 schools in grades pre‑K through 12, about one‑third of whom come from homes where a language other than English is spoken for a total of more than 50 languages. The District serves an additional 2,000 students through Portland Adult Education. As the largest and most diverse school system in Maine, the mission of Portland Public Schools is to ensure a challenging, relevant, and joyful education that empowers every learner to make a difference in the world.

Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.

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