Pre-K Special Education Teacher Leader

TrulyHired; Portland (ME); On-site; USD 51,000 - 105,000; Full time

Benefits offered by this job

Benefits per CBA

Job summary

Portland Public Schools seeks a Pre-K Special Education Teacher Leader to conduct evaluations, develop IEP goals, and lead ECSE teams across PPS Early Childhood programs.

The role includes organizing ESY programming, providing professional development, coaching itinerant ECSE teachers, and ensuring high-quality inclusive services district‑wide.

Qualifications

• Bachelor’s degree in an applicable field; Maine state credentials required per district standards.
• Master’s degree preferred for leadership role and advanced EI services.
• Endorsements in special education and Maine certification required; CHRC fingerprints may apply.

Responsibilities

• Complete evaluations for Pre‑K students, including direct assessment, observations, and written reports.
• Draft IEP goals and participate in initial IEP meetings.

Skills

Leadership

IEP knowledge

Collaboration

Coaching

Professional development

Consultation

Education

Bachelor’s degree

Master’s degree preferred

Tools

Google Workspace

IEP systems

Job description

Job Description

Pre-K Special Education Teacher Leader

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 $9000 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

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.

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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.

Welcome to ATX Learning

Maine's largest school system has 10 elementary schools, three middle schools, and four high schools serving nearly 7,000 students in kindergarten through grade 12, as well as about 4,700 adult learners.

The district takes full advantage of its location in a vibrant city with a thriving arts life. Schools draw on the resources offered by museums, theaters, local businesses and the city's colleges and universities.

Portland has a highly trained teaching staff. Many teachers hold advanced degrees. All of the district's teachers continue their education by pursuing professional development activities on a regular basis.

The district provides technology to support instruction, including laptops for each student in grades seven through 12 and wireless access at all schools.

Volunteers, parent‑teacher organizations and businesses donate generously of their time and money to the district - an estimated 100,000 hours per year.

Graduates of the Portland Public Schools attend the country's top colleges and universities. See www.portlandschools.org for colleges attended by recent graduates.

The Portland Public Schools gives parents an array of program choices. The district as one of the first in the country to offer project‑based Expeditionary Learning from kindergarten through 12th grade.

High school students have access to one of the broadest selections of Advanced Placement courses in Maine. Qualified high school students may take up to two college courses with tuition paid by the state. A regional arts and technology high school provides hands‑on courses in growth fields such as health care, robotics and "green" construction.

More than 60 languages are spoken by students attending the Portland Public Schools. Multilingual students represent about a quarter of the district's enrollment. The district's diversity prepares all students for their roles as world citizens.

Portland residents can pursue lifelong learning and professional success through the academic, jobs skills and enrichment courses offered by Portland Adult Education.

Most of Portland's middle and high school students participate actively in co‑curricular activities such as athletics, drama, music and service clubs. Portland students regularly excel in academic and athletic competitions at the regional, state and even national level.

See a list of recent honors, awards and recognition for the Portland Public Schools at: www.portlandschools.org. Join Portland ME Public Schools on Facebook. A focus on service learning‑connecting the schools to the wider community-results in students undertaking many projects that benefit greater Portland.