Special Education Pre-Kindergarten Teacher

JOB GOAL                              

To teach and lead activities of Pre-Kindergarten children in cognitive, language, creative, physical, and social/emotional development.

QUALIFICATIONS

Holds a valid Tennessee teacher’s license with appropriate endorsement for Early Childhood Education; is able to communicate correctly and effectively with children, parents, and others involved in the program; has strong written, verbal, presentation, and interpersonal skills; and meets health and physical requirements.

REPORTS TO               Principal or Pre-Kindergarten Coordinator

FLSA STATUS              Exempt

SCHEDULE                   200 Day 

ESSENTIAL FUNCTIONS

• Prepares for assigned classes and devises special teaching tools, techniques, and equipment and shows evidence of preparation upon request of his /her immediate supervisor;
• Develops and maintains an orderly classroom environment conducive to learning and establishes guidelines for student behavior, monitors behavior, and implements behavior modification programs;
• Prepares lesson and unit plans of study for Pre-K students in accordance with state and local curricula guidelines and individualized student education plans, considering factors such as individual needs, abilities, learning levels, and physical limitations of students;
• Administers diagnostic tests and evaluates students using screening measures (i.e., Brigance, A.D.D. scales, vision screenings, etc.);
• Prepares, administers, and evaluates student progress, both written and demonstrative;
• Evaluates student progress on a regular basis and reports to parents;
• Demonstrates imagination and resourcefulness in providing intensive and systematic instruction according to each student's unique needs;
• Observes student behavior and performance within the voluntary Pre-Kindergarten classroom and provides consultative services to regular classroom teachers, as needed;
• Conducts IEP-team meetings and conferences with parents; plans, writes, and implements appropriate individualized education program (I.E.P.);
• Provides leadership and modeling in maintaining appropriate relationships with parents, staff, related service providers and other personnel, and collaborative agencies working within the class, school, and system;
• Schedules student instruction and follows strict scheduling guidelines;
• Maintains assigned records including attendance, student special education records, and progress reports as required by the Board of Education;
• Observes students to detect signs of ill health or emotional disturbance and reports, as appropriate;
• Participates in faculty and professional meetings, educational conferences, and teacher training workshops;
• Reports to the principal any reasonable suspicion that a student’s health or welfare has been or appears to have been harmed as a result of abuse or neglect;
• Meets assigned classes in the locations and at the times designated;
• Attends work regularly and on-time;
• Complies with board policies, school rules, and administrative regulations;
• Represents the school and community in a positive manner;
• Provides leadership and support to the children, staff, and other participants in the program; and
• Performs other duties as assigned.

TEMPERAMENT (Personal Traits)

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
• Adaptability to working with people beyond giving and receiving instructions;
• Adaptability to making generalizations, evaluations, or decisions based upon
• Sensory and judgmental criteria, and;
• Adaptability to work in partnership with collaborative peers and agencies.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

• Intelligence:  The ability to understand instructions and underlying principles; the ability to reason and make judgments.
• Verbal: The ability to understand meanings of words and the ideas associated with them.
• Numerical: The ability to perform arithmetic operations quickly and accurately.
• Data Perception: The ability to understand and interpret information presented in the forms of graphs, charts, or tables.
• Spatial:  The ability to comprehend forms in space and understand relationships of plane and solid objects.
• Manual Dexterity: The ability to move the hands easily and manipulate small objects with the fingers rapidly and accurately.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands that may be required are as follows: pushing and/or pulling, stooping and/or kneeling, reaching, talking, hearing, and seeing.

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits.  The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace.  Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.