Job Description:

POSITION SUMMARY

Work with children who have disabilities, including delays in cognition, social/emotional skills, adaptive, physical, and communication skills in a preschool program. To create a flexible special education pre- kindergarten program and class environment favorable to learning and personal growth of pupils; to motivate pupils to develop speech abilities, attitudes, skills, and knowledge needed to provide a good foundation for further participation in the total school program, in accordance with each pupil’s ability; to build strong ties between home and school; to establish good relationships with parents and with other staff members.

 To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

 REQUIRED QUALIFICATIONS: 

▪  Must have a valid Arizona Early Childhood and Special Education Certification.

▪  Must have the authorization to work in the United States as defined by the Immigration Reform Act of 1986.

▪  Must meet all Arizona Department of Education certification requirements.

▪  Must meet all ESSA (Highly Qualified) qualifications.

▪  Bachelor’s Degree or higher.

▪  Prior early childhood teaching experience preferred.

▪  Knowledge of Quality First and First Things First policies and procedures of classroom maintenance.

▪  Knowledge of the Individuals with Disabilities Act (IDEA) and procedures of classroom maintenance. 

▪  Valid IVP Fingerprint Clearance Card for educators through The Arizona Department of Education

 KEY RESPONSIBILITIES, SKILLS & KNOWLEDGE:

▪  Adheres to the District vision, mission, core values and goals in collaboration with staff.

▪  Demonstrates the ability and desire to provide outstanding service to students and families.

▪  Demonstrates a high regard for confidential and sensitive information.

▪  Administers and monitors all aspects of the preschool curriculum.

▪  Write Individualized Education Plans and implement them.

▪  Meet with parents/guardians, Arizona Early Intervention Programs, and Department of Developmental Disabilities on referrals, review of existing data, and transition from IDEA Part C to Part B.

▪  Conduct evaluations when children ages 3 – 5 are referred for possible delays in one of the five domains (cognition, adaptive, physical, social/emotional, communication).

▪  Meet state and federal guidelines on transition to kindergarten by age 5.

▪  Monitors Quality First and First Things First to ensure compliance with requirements of early education program.

▪  Monitors academic performance of students by administering Brigance Screen Data Sheets at appropriate age levels three times a year (beginning of year, middle of year, end of year).

▪  Provides learning experiences in the development of skills in the following areas: language arts phonemic awareness, communication, self-help, physical, art, music, health, social/emotional, and math.

▪  Collects data and reports data within the state monitoring system Teaching Strategies Gold by deadlines quarterly.

▪  Develops and uses instructional materials suitable for verbal, visual, and hands-on instruction of pupils with wide range of mental, physical, and emotional maturities.

▪  Generates Quality First Scholarship documents and maintains reporting of student attendance monthly to ensure monies are distributed to the District to support the program.

▪  Encourages each student to express themselves creatively in art, music and dramatic play.

▪  Provides individual and small group instruction designed to meet individual needs of pupils in communications skills, health habits, physical skills, and development of satisfactory self-concept.

▪  Plans and coordinates the work of instructional assistants in the classroom, on field trips, in cafeteria during breakfast and lunch, on the playground, and walking students to activities on campus.

▪  Provides a newsletter to parents/guardians, with the approval of the principal, notifying them of what their children are learning for the week or the month academically and the readiness skills they are working at that time.

▪  Communicate regularly with the parents/guardians regarding their child’s growth and areas needing support during the school day. Communicates how the school and other resources can help when issues arise.

▪  Collaborate with preschool team on lesson planning, curriculum mapping, and daily activities.

▪  Supports the District by being present for parent/guardian activities.

▪  Monitors and evaluates supplemental reading, writing, and math programs and initiates program improvement strategies when necessary.

▪  Provides appropriate climate to establish and reinforce acceptable pupil behavior, attitudes, and social skills.

▪  Cooperate with other professional staff members and assess and help pupils solve health, attitude, and learning problems.

▪  Creates an effective environment for learning through in-service education activities and self-selected professional growth activities.

▪  Recommendations in conjunction with preschool staff supplies and instructional aids needed to maintain Quality First requirements. Creates a requisition for ordering supplies and instructional aids.

▪  Participates in curriculum and other developmental programs as required.

▪  Participates in faculty committees and the sponsorship of pupil activities.

▪  Attends appropriate county, Tribal, State and area meetings and/or conferences.

▪  Performs other duties as assigned.

▪  Provides support related to Teaching Strategies Gold and First Things First.

▪  Supports the implementation of Multi-Tiered Systems of Support (MTSS) in the district, including documenting, monitoring and reviewing student progress and instructional strategies used for students with needs.

▪  Demonstrates the ability to work effectively and efficiently under time constraints.

▪  Must be detailed-oriented and self-motivated.

▪  Must have an excellent memory and ability to function well under stress.

▪  Must be able to work independently with minimal supervision and/or assistance.

▪  Must demonstrate flexibility, common sense, and good judgment.

▪  Must have the ability to keep abreast of information pertinent to the job.

▪  Develops and demonstrates the progress of district/department goals.

▪  Provides purpose and direction for individuals and groups within the schools and/or departments.

▪  Evaluates personnel by district and state policies/timelines.

 SKILL, KNOWLEDGE, AND ABILITY REQUIREMENTS:

SKILLS are required to perform multiple technical tasks with a potential need to upgrade skills to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job.

KNOWLEDGE is required to read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge is required to satisfactorily perform the functions of the job.

 ABILITY is required to gather, collate, and/or classify data; and consider a wide variety of factors. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined but different processes. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to identify issues and create action plans.  Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific abilities required to satisfactorily perform the functions of the job include adapting to changing work priorities; communicating with diverse groups; meeting deadlines & schedules; setting priorities; working as part of a team; and working with constant & sustained interruptions.

 PHYSICAL REQUIREMENTS:

The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.  The usual and customary methods of performing the job's functions require the following physical demands: lifting, carrying, pushing, and/or pulling; climbing and balancing; stooping, kneeling, crouching, and significant fine finger dexterity. Generally, the job requires 50% sitting, 25% walking, and 25% standing. 

WORKING ENVIRONMENT:

The working environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

 This job description is intended to be representative of the work performed by employees in this position and is not all-inclusive.  The omission of a specific duty or responsibility will not preclude it from the position if the work is similar, related, or a logical extension of position responsibilities as defined by the supervisor.  

 Non-Discrimination Policy: The Sacaton Elementary School District #18 Governing Board is committed to a policy of nondiscrimination in relation to race, color, religion, sex, age, national origin, and disability. This policy will prevail in all matters concerning staff members, students, the public, educational programs and services, and individuals with whom the Governing Board does business.

Apply at:  https://www.sacatonschools.org/page/applicants