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Keeping in mind that all special education students are general education students first, the Special Education Specialistfor Early Childhoodserves as part of the Special Education Departmentand Early Childhoodteamsandis responsible forbringing evidence-based specializedpracticesinto the classroom for students with exceptionalities while providing the least restrictive environment (LRE). Specialist will execute this purpose by working with and supporting teachers, IAs, related service providers, instructional coaches, campus administration and district academic services staff with the goal of increasing student engagement, improving student achievement, and building teachercapacityto ensure GISD meets all annual federal Special Education Performance Indicators.

Essential Duties and Responsibilities

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Complywith the Code of Ethics of the Education Profession; upholds and enforces rules, administrative directives, regulations, GISD school board policies, as well as local, state and federal regulations.
  
• Ability to developstandards-based goals andobjectivesusing NM Early Learning Guidelines; Essential Indicators, and implementation of specially designed instruction into everyday early childhood instructional practice and routines to increase student achievementand meaningful participation in the least restrictive environment withinthe framework offederalandstatemandatesensuringIEP compliance.
  
• Workcollaborativelywithspecial educationteachers,instructional assistants, relatedservice providers,andearly childhoodand special educationleadershipto improve early childhood outcomes for students with disabilities. This collaboration includes but is not limited to classroom visits, observations,recommendations forindividual student support, analyzingEarly Childhood Outcomes (ECO) data, andreviewing EERs, IEPs,FBAs/BIPs,accommodations,modificationsand goals for individual studentstoenhanceinstruction and progress monitoring.
  
• Provide training and support for teachers in IEPprocess anddevelopment, conducting functional behavior assessments, developing behavior intervention plans, the Early Childhood Outcomes (ECO) process, and case managementresponsibilitiesto meet the requirements of the Individuals with Disabilities Education Act (IDEA) and required timelines.
  
• Mentor and provide leadership to the early childhood special education case manager/teachers to support the teacher inperforminghis/her duties and responsibilities.
  
• Ensure maintenance and completion ofrecords forOffice of Special Education Program (OSEP)reporting of State Performance Plan Indicator 7 Early Childhood Outcomes, as required by District policy and state and federal requirements.
  
• Demonstrate knowledge of applicable rules, regulations,and proceduresfor state and federal special education performance indicators.
  
• Consult withearly childhoodstaff on special education compliance requirements asitrelates to students enrolled in early childhood special education programs.
  
• Assistindevelopment and monitoring ofa continuum of placement optionstoensure the provision of FAPE for each preschool student with an IEP.
  
• Participate in special education staff development activitiesto stay currentoncompliance requirements fortheeducationofstudents with disabilities.
  
• Participate in early childhood staff development activities as required by the Early Childhood Department.
  
• Participate as part of the Early Childhood Leadership Team.
  
• Collaboratewith Early Childhood Leadership to analyze, plan, and set program goals.
  
• Attendingtraining, conferences, workshops, etc., asappropriate, to enhance job knowledge and skills.
  
• Supports PLC development and processfor special education teachers and staff.
  
• Attendstaffingand IEPmeetingsas necessary.
  
• Attend meetings andparticipatein committees within the area of responsibility.
  
• Other tasks related to area of responsibilities with requests or as assigned by immediate supervisor.
  

Qualifications

Job Skills:

• Strong organizational, communication, interpersonal, problem solving and technology skills.
  
• Ability to implement and interpret policy, data,and procedures.
  
• Build positive relationships.
  
• Research and stay current with best practices.
  
• Be able to deliver and articulate oral presentations.
  
• Demonstrate professional, ethical, and responsible behavior. Serve as a good role model for all district staff.?
  
• Ability to disaggregate data.
  
• Display professional behaviors and conduct professional conversations.
  

SUPERVISORY RESPONSIBILITIES

This job has no supervisory responsibilities.

QUALIFICATIONS

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

TECHNICAL SKILLS

Ability toutilizebasic computer applications such as Microsoft Word, Excel, PowerPoint, Outlook, and Google.

EDUCATION and/or EXPERIENCE?

• Minimum ofsix(6) years of satisfactory teaching experience?in special educationand/or Early Childhood
  
• Level Three Teaching License or evidence of working towards Level IIImicro credentials
  

COMMUNICATION & LANGUAGE SKILLS

Ability to read, analyze, and interpret periodicals, professional journals, technical procedures, or governmental regulations. Ability towritereports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions. Ability to work with diverse personalities respectfully. Ability tofacilitateprofessional conversations whilemaintainingprofessional behaviors. Must be technologically literate and organized.?

MATHEMATICAL & REASONING ABILITIES

Ability to define problems, collect data,establishfacts, and draw valid conclusions. Ability to interpret and disaggregate data.?

CERTIFICATES, LICENSES, REGISTRATIONS

• Level Two or Three Special Education license/certification required
  
• Early Childhood license preferred
  
• TESOL endorsement preferred
  
• Bilingual English/Spanish preferred
  

Supplemental Information

PHYSICAL/MENTAL DEMANDS?

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.?

While performing the duties of this job, the employee isfrequentlyrequired to stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; talk or hear; and taste or smell. The employee mustfrequentlylift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.?

Maintains emotional control under stress.?

WORK ENVIRONMENT

The work environment characteristics describedherare representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.

We offer a complete benefits package through ALFAC, Allstate and NMPSIA to full-time employees including health care, dental, vision, long-term and short-term disability, life insurance, retirement, deferred compensation plans, flexible spending accounts, holidays, and general leave.

To learn more details, visit our benefits page.