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Experience:
1-3 years of experience
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Employment Type:
Full time
Posted:
9/13/2017
Job Category:
Education
Industry:
Social Services
Position(s) Available:
1
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Preschool Special Education Teacher
Felton Institute | San Francisco, California
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Job Description

 Highlights of Duties and Responsibilities:

  • Supports children who are enrolled in Felton's ECE programs who have identified special needs, developmental delays, or who can be considered "at-risk" for developing a delay or disability
  • Supports, trains, coaches teaching staff in supporting children with special needs in the classroom
  • Works in partnership with families to support the entire family unit through Felton resources
  • Assists with the transition process from Felton's ECE program to SFUSD
  • Engages in collaboration and teamwork across all teaching and administrative staff
  • Provides coaching and training on all relevant topics in Early Childhood Special Education
  • Promotes inclusive practice and the adoption of recommended practices in the field of Early Childhood Special Education
  • Either independently or with other teaching staff, identify children who may be at-risk for developmental delays through direct observation and by administering ASQs and interpreting results to determine next steps
  • Makes referrals as appropriate to ensure that children are being screened, identified, assessed, and referred to special education services and supports
  • Works closely with and alongside Mental Health Consultant and Preschool Mentor Lead Teacher to plan, integrate and strategically align efforts to effectively support teaching staff in the classroom
  • Collaborates with community organizations, such as SFUSD, GGRC or Support for Families of Children with Disabilities, to refer and connect families with outside resources and supports
  • Ensures open communication and continued collaboration between service providers, teachers and families to ensure continuity of strategies and supports
  • Facilitate monthly collaboration meetings with head teachers to discuss intervention plans, problem-solve and address other classroom issues that may arise
  • Utilizes behavioral assessments in conjunction with teachers and families to develop behavior support plans for individual children, as needed

        Assessment, Evaluation, Observation:

  • Conducts regular and ongoing assessment of children to determine current levels of functioning, child interest and motivation, areas to of strength and areas to target in the classroom
  • References and utilizes a variety of assessment tools (curriculum-based assessments, observation scales, clinical judgment/observation, interviews, records review, etc) in gathering accurate assessment results
  • Synthesizes assessment information and prioritizes skills to target, effectively communicating the assessment information with teachers
  • Assist with the interpretation of ASQs and connects with families to determine appropriate next steps in the SFUSD or GGRC referral process
  • Monitors and documents children’s progress on goals and important developmental skills (at least every 12 weeks)

       Intervention and Teaching Support:

  • In the classroom, the SPED teacher will work in partnership with the classroom head teacher to effectively support the learning and development of children who have special needs or delays. Support activities may include:
    • Co-planning
    • Co-teaching
    • Coaching and practice-based feedback
    • Provides recommendations for curriculum planning, modifications and adaptations and embedded learning opportunities to meet individual needs of children
    • Has a good understanding and awareness of each child's IEP goals, ready to embed the goals into the daily routines of the classroom. Tools to use may include: IEP-at-a-glance, or other goal embedding schedules/matrices
    • Models appropriate practices and provides coaching for teachers on intervention strategies to support in dealing with challenging behaviors
    • Knowledge and effective use of naturalistic teaching strategies

        Documentation:

  • Evaluates progress of children who have special needs or delays in the program and on an ongoing basis (at least every 12 weeks), will determine whether education program and existing supports is sufficient enough to support child's learning and development at current setting
  • Based on progress, makes recommendations to alternative programs and/or supports for child and family and immediately

        Teamwork and Collaboration:

  • Understands how adults learn and what adults need to be successful in the classroom
  • Works respectfully and collaboratively with others
  • Utilizes a collaborative, strengths-based and supportive approach when working with diverse staff
  • Engages in joint planning with teachers to identify individual goals and provides ongoing feedback to determine types of support and coaching
  • Utilizes reflective coaching for methods to promote inclusion and participation of all children, including those with identified disabilities, developmental delays, special needs, or those considered “at-risk” for developing delays or disabilities
  • Supports extension of established policies across Felton’s ECE programs (e.g. support with implementing the Challenging Behavior Protocol at MLK/FLC sites)

        Administrative Duties:

  • Inter-agency collaboration
  • Managing all paperwork related to the child's file (assessments, progress and exit reports, support plans, parent communication, observation notes, ABC data sheets), meetings (EI Collaboration, parent conferences, team meetings, teacher check ins), and other documents (referrals and services from outside agencies, IEPs, ASQs)
  • Provides qualitative and quantitative data  as needed for reporting purposes
  • Other duties as assigned

        Important Skills and Qualities:

  • Problem-solving approach
  • Solution-focused
  • Collaborative
  • Strengths-based
  • Relationship-based
  • Reflective

   

Qualifications

  QUALIFICATIONS:

  • B.A Degree and 2 years of experience in Early Childhood Special Education or related field
  • Work experience: 3 years working with children with special needs from birth to five years, and their families, using assessment, teaching and other professional skills related to this position
  • Ability to work with and relate to a diverse staff and client population
  • The Special Education teacher must be able to demonstrate quality organization, written and verbal communication skills.
  • Bilingual English/Spanish (preferred)
  • Possession of a Site Supervisor Child Development permit (preferred)
  • Knowledge of child development, special education, assessment and individual program development for children and for families
  • Ability to document program activity and submit appropriate statistics and program utilization to funding agents
  • Familiarity with Golden Gate Regional Center, SFUSD and other special services providers in area
  • Must have excellent communication skills
  • Ability to coordinate various levels of care and services for special needs children
  • Must pass a Department of Justice fingerprint clearance and a Child Abuse Index clearance, Health Screening and TB Test as required by licensing
  • Ability to lift 25 – 40 pounds as needed every day; this includes children and equipment
  • Ability to bend, stoop, sit on floor, lower and raise self from floor during classroom activities, and to use both hands to grasp securely on a consistent basis. Can move quickly in order to respond to an emergency situation
  • Ability to independently speak, understand, read and write English adequate to the needs of the job
  • Knowledge of low-income and homeless issues for children and families preferred
  • Knowledge of and sensitivity to the cultural background of the children and families being served.
  • Computer skills: Microsoft Word, Excel, Outlook (required)

ADDITIONAL INFORMATION

Reports to: Early Intervention and Inclusion Director

Non-exempt status:  7.5 hour work day, five days per week. Monday–Friday 8:00-4:00

 Salary DOE

 

SEND RESUME AND COVER LETTER TO:

      Children, Youth and Family Division

Felton Institute| Family Service Agency of SF

2730 Bryant Street                                   

Email: cyfjobs@felton.org    

Fax: (415) 648-1098

 

Resumes sent without a proper cover letter and/or not meeting MINIMUM qualifications will not be considered

About Felton Institute

Founded in 1889, the Felton Institute | Family Service Agency of San Francisco is the oldest non-profit social-services provider in the bay area. Our mission is to strengthen families by providing caring, effective, and innovative social services, with special emphasis on the needs of low-income families, children, and the elderly and individuals with disabilities, thus improving the quality of life for all San Franciscans.

This company profile was created by AfterCollege and is about Felton Institute. This page is not endorsed by or affiliated with Felton Institute. For questions regarding company profiles, please email: care@aftercollege.com.