JOB DESCRIPTION – PREK INCLUSION TEACHER
The PreK inclusion teacher will design, plan and implement standards from the Virginia Department of Education’s Virginia Preschool Initiative that will support students of various abilities in an inclusion PreK setting. A commitment to help at-risk children reach their learning potential and the knowledge to modify curriculum to meet the needs of each individual child are key components of this position.
Qualifications:
• Must have (or be able to obtain) a Virginia teaching license with both PreK and Early Childhood Special Education endorsements (dual endorsement). Financial assistance could possibly be available for a licensure holder with one of the endorsements who has an interest in pursuing the additional endorsement. Additional information regarding this assistance will be discussed during an interview.
Performance Qualities:
• Enjoy working with children and possess the desire and patience to reach out to those with special needs.
• Consider play as children’s work with the ability to observe children’s behaviors to determine what skills they are ready to master.
• Build a positive and supportive community of learners among a diverse population that encourages each child’s sense of belonging, engagement, and confidence.
• See the PreK school experience as an important means to develop a strong social-emotional foundation for future school engagement among children of many different backgrounds and experiences.
• Consider the effects of early intervention on a child’s ultimate success.
• Develop meaningful family engagement as their children enter their first school experience.
• Work collaborately with both general education and special education colleagues and district personnel to improve one’s practice.
• Consider a paraprofessional as an equal stakeholder in the well-being of students’ learning and growth.
Performance Responsibilities:
• Evaluate children with possible developmental delays in the areas of cognitive abilities, as well as motor, perceptual, social/emotional, and communication skills.
• Use observational data and other assessment strategies to make both short-term and long-term decisions to improve student learning.
• Maintain discipline appropriate to the learning situation utilizing natural consequences for children.
• Develop Individualized Education Plans (IEP) that will articulate goals for how a child’s disability will be met in an educational setting.
• Design effective learning experiences through daily lesson planning based on student interests.
• Use pacing guide for long-term planning.
• Conduct a home visit prior to a child’s entrance into school as a way to meet the family and see the child in his/her familiar home environment.
• Coordinate resources to provide families with an opportunity to become actively involved in their child’s education.
• Assume responsibility for a neat and safe classroom environment.
• Self-motivated and have excellent oral and written communication skills.
Terms of Employment: Ten months a year with salary to be established by the Franklin County School Board.
Evaluation: Performance on this job will be evaluated annually in accordance with school board policy and administrative regulations which address evaluation of certified personnel.