Early Childhood Special Education Teacher (Non-Classroom Based)

JOB TITLE: Early Childhood Special Education (ECSE) Teacher: Non-Classroom Based 

DEPARTMENT: Early Childhood/Special Education 

REPORTS TO: Program Supervisor WORK LOCATION: CCRESA/Local School District Sites/Community 

WORK SCHEDULE: 186 days (school-year calendar) SALARY SCHEDULE: Per master agreement 

SUMMARY 

The ECSE Teacher for Non-Classroom Based Settings will support the educational and developmental needs of preschool children with disabilities. This role provides instructional leadership, collaborative outreach, and coteaching, ensuring high-quality early learning experiences across multiple settings. The teacher will implement individualized programs based on the Individualized Education Program (IEP) process and will work closely with families, educators, and community providers to promote inclusive, supportive early childhood environments. 

ESSENTIAL DUTIES AND RESPONSIBILITIES General Duties: 

● Develop and implement IEPs for preschool-aged children in collaboration with other service providers. 

● Coach in the maintenance of a safe, structured, and developmentally appropriate classroom environment. 

● Plan and deliver instruction using developmentally appropriate materials and strategies and provide coaching for others in these practices. 

● Co-create and document lesson plans and classroom schedules and coach others in this area. 

● Apply and coach others in the implementation of universal supports and positive behavior supports including setting clear classroom routines and expectations, use of visuals, and implementation of individualized strategies. 

● Supervise students during classroom activities and transitions (e.g., arrival, departure, and bus transitions). 

● Provide hands-on support for student care needs, including feeding, toileting, dressing, and lifting. 

● Facilitate and support the transition of students across service settings (e.g., home to school, ECSE to Kindergarten). 

● Maintain timely and accurate records (ex: service logs, progress monitoring, etc). 

● Serve as a leader in the use of data analysis to inform instructional decisions. 

● Attend professional development, staff meetings, and school functions as required.

● Collaborate with general education staff, daycare providers, and community partners to support inclusive practices. 

● Conduct student observations and collect data across various environments to inform IEP development. 

● Participate in interdisciplinary and multi-agency teams to coordinate services and supports. 

● Facilitate and participate in IEP meetings, parent conferences, and transition planning. 

● Offer training and guidance to families, caregivers, and early learning staff on best practices and strategies. 

● Perform other duties deemed appropriate by the Early Childhood Supervisor. 

The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all job duties that may be performed by such a person. 

SUPERVISORY RESPONSIBILITIES 

Offers mentoring and support to classroom staff, itinerant staff, and community providers 

QUALIFICATIONS Education: Bachelor’s Degree 

Certificates/Licenses: 

Possess a valid teaching certificate and meet requirements of R340.1795 in Michigan's Rules for Special Education in any of the following ways: 

● An early childhood endorsement (ZA) and a special education endorsement. 

● An endorsement with a designation of ZS (early childhood general and special education). 

● An endorsement with a designation of ZN (early childhood general and special education Birth-Kindergarten). Experience: 

● Experience in teaching children (0 - 5 years of age) with disabilities in classroom and/or community settings. 

● Experience leading others in the implementation of service plans for children with disabilities is preferred. Other knowledge, skills and abilities: 

● Knowledge and expertise with child development, family-centered services, diagnostic services, early interventions, and diverse populations. 

● Experience administering curriculum-based assessments appropriate for preschoolers. 

● Ability to effectively work and communicate with administrators, staff, agencies, medical providers, young children, and families. 

● Take initiative and work independently when given a variety of responsibilities and assigned tasks. 

● Ability to make decisions and problem solve collaboratively with a team of service providers in partnership with the family. 

● Ability to interact in sensitive and/or complex situations. 

● Knowledge and experience working with young children and families. ● Proficiency in oral and written communication. 

● Effective planning and organizational abilities. 

● Demonstrated knowledge of the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities. 

● Demonstrated knowledge of curriculum and instructional techniques; human behavior, development, and skill performance. 

● Demonstrated knowledge of individual differences in ability, personality, and interests; learning and motivation. 

● Demonstrated understanding of the federal, state, and local mandates governing the determination and delivery of special education services. 

● Excellent human relations skills and a working knowledge of the English language in written and verbal form. 

● Ability to maintain confidentiality. 

● Interpersonal skills – cooperative, courteous, flexible, good natured, and concerned with being helpful and making a good impression. 

● Effective work skills – conscientious, persistent, resourceful, productive and active. 

PHYSICAL DEMANDS 

Must have the use of sensory skills in order to effectively communicate and interact with students, other faculty, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls. The position also entails significant walking, bending, standing, stooping, and possible physical interventions in order to maintain a safe learning environment Assignment may require the ability to physically move students or equipment weighing up to 50 lbs., position students in specialized equipment, and/or change diapers as needed. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. 

WORK ENVIRONMENT 

Services are primarily provided within the classroom setting. Classrooms may be located in school buildings or community settings. Additionally, some work will be completed in an office setting. 

POSITION TYPE/EXPECTED HOURS OF WORK Number of work days and hours set by the master agreement. Occasional evening and weekend work may be required as job duties demand. 

TRAVEL: This position requires daily travel for which staff must provide their own transportation. Additionally, this position may require transport of materials between settings. Mileage reimbursement will be provided at the current IRS rate. 

TO APPLY 

Please apply on the CCRESA website at ccresa.org and click on the Job Opportunities tab at the top of the page.

APPLICATION DEADLINE:  December 01, 2025