Career Center

Position Purpose: 

Providing services and support for families with children from birth to age 3 who have disabilities.  Early Childhood Special Education Homebased teachers work with other disciplines to evaluate and address needs in the areas of cognition, language, motor, adaptive and social development through a coaching model.  The settings for services include the home, childcare settings and other natural environments. 

Knowledge, Skills, and Abilities:

• Bachelor’s Degree in Early Childhood Special Education or Inclusive required.
• Ability to obtain and maintain a valid NE Teaching Certificate with endorsement in Early Childhood Special Education/Inclusive.
• Excellent attendance record.
• Professional verification of successful classroom teacher performance and/or student teaching experience.
• Evidence of the willingness and ability to comply with standards for ethical and professional performance established by the State Board of Education.
• This individual will exhibit skills pertinent to foster positive human relationships and the ability to work effectively with infants and young children, staff, parents and the community.
• Skill in organization, time management, communication, and positive interpersonal skills.
• Ability to conform to proper standards of professional dress and appearance.
• Excellent skills in verbal and written communication.
• A demonstrated philosophy that all students can and will learn.
• Ability to evaluate infants and young children through formal assessment, observation, and parent report.
• Ability to work collaboratively with team members to schedule and conduct home visits.
• Ability to receive and share coaching strategies with colleagues and parents.
• Ability to understand the individual needs of each child and family.
• Ability to conduct Routines based Interviews to gather information about families and develop Individualized Family Service Plans.
• Ability to effectively use Microsoft Outlook and the student information system.
• Displays a significant degree of professionalism and confidentiality.
• Knowledge of current teaching methods and educational pedagogy.
• Knowledge of applicable federal and state laws regarding education and special education students.
• Knowledge of OPS’s mission, purpose, goals and the role of every employee in achieving each of them.

Essential Performance Responsibilities

• Work closely with team members to evaluate and serve children and families.
• Conduct evaluations to determine eligibility for Early Intervention.
• Prepare Multidisciplinary Team Reports (MDT) on Infinite Campus.
• Complete Routines-Based Interviews with families to identify primary areas of concern.
• Assess infants and toddlers’ entry and exit data through Teaching Strategies GOLD.
• Develop Individual Family Service Plans (IFSP).
• Participate in MDT and IFSP meetings with team members and families.
• Schedule and conduct home visits with parents/caregivers.
• Coach families/caregivers to increase their confidence and competence in facilitating their child’s learning and development through daily routines.
• Collaborate with community agencies serving children and families.
• Support toddlers with a verification of Autism in a center-based setting.
• Support families as they transition to center-based settings.
• Working with and understanding a diverse student population.
• Plans for and guides the learning process to help children and families achieve their program objectives.
• Selects and uses effective instructional methods and learning materials.
• Support the ongoing curriculum development of the program.
• Establishes a cooperative relationship with all assigned families.
• Maintains open lines of communications with parents, guardians and staff.
• Engages in professional growth activities through an ongoing program of job related knowledge and skill development.
• Organizes and maintains a system for accurate and complete record-keeping and lesson planning and child progress toward IFSP goals as required by district procedures and applicable laws.
• Evidence of the willingness and the ability to comply with the standards with ethical and professional performance established by district policy as well as the State Board of Education.
• Works collaboratively to achieve the overall purpose of the visually impaired program and support the District’s vision, aims and goals.