The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.
The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary- spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.
SUMMARY: The Early Intervention Teacher evaluates children, birth through the age of three (3) years old for eligibility for Part C of the IDEA and Michigan Mandatory Special Education (MARSE). Provides direct specialized instruction for infants and toddlers with disabilities based on the Individual Family Service Plans.
ESSENTIAL DUTIES AND RESPONSIBILITIES: - Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
- Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
- Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
- Demonstrates a strong commitment to the educational and related needs of infants and toddlers.
- Supports WISD vision and mission to enhance achievement for all students.
- Demonstrates excellent customer service.
- Provides early intervention services utilizing a primary service provider model.
- Works as part of a multi-disciplinary evaluation team to determine eligibility for infants and toddlers.
- Serves as the Part C Service Coordinator for children on their caseload.
- Demonstrates a strong understanding of typical developmental patterns; as well as atypical patterns and is able to support caregivers in understanding the unique developmental/learning needs of their child.
- Works collaboratively with parents and providers utilizing a transdisciplinary approach to gain an understanding of the infant or toddler’s development.
- Observes, assesses, and provides specialized instruction to infants and toddlers in the natural environment (home, community setting or childcare setting) to gain information and provide coaching and based on child and family needs.
- Works collaboratively with parents and staff in developing individual family service plans and outcomes.
- Conducts periodic and annual individualized family service plans using ongoing assessment.
- Works collaboratively with parents and staff in adapting daily routines and activity settings to meet each child’s individual needs.
- Maintains accurate case records and documentation, meeting the requirements Part C of IDEA and MARSE rules.
- Connects families and childcare providers to recommended services.
- Documents each child’s progress on a regular basis using assessment tools; monitoring through observations/evaluation and/or collecting data. Utilizes student progress data to improve instruction and service provisions.
- Instruct staff for the purpose of providing information on infant and toddler development, environmental accommodations and/or supports.
- Understands and intentionally uses formative assessment in the home to guide intervention.
- Collects, analyzes, and interprets various formal and informal assessments and evaluation strategies to evaluate and modify interventions to support the environment/activity setting.
- Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate, access, and be independent in their own learning experience.
- Research resources and methods for the purpose of determining the appropriate evidence-based practices for addressing child’s needs.
- Performs billing functions for Medicaid reimbursement.
- Participates in building and district level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment.
- Provides flexibility within schedule to accommodate the needs of families, including some evenings and occasional weekend hours.
- Adheres to District policies and procedures as well as professional, ethical and legal standards of practice.
- Participates in building and district level professional development, maintains appropriate certification and qualifications, and keeps current in changing pedagogy.
- Protects the confidentiality of student records and releases personal data in accordance with state law and board policies.
- Keeps a safe and hazard free work environment.
- Exhibits emotional stability, exercises good judgment, and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
- Works cooperatively and communicates with district and constituent district staff, students, and parents/guardians.
- Demonstrates collegiality and professionalism.
- Supports WISD’s vision and mission to enhance achievement for all students.
- Supports a team-based approach to problem solving.
- Maintains regular predictable attendance.
- OTHER RELATED DUTIES AS ASSIGNED.
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 ability required. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE: - Possesses a minimum of an earned Bachelor’s Degree in special education. Master’s Degree preferred.
- Possesses a minimum of three years of satisfactory teaching experience, not less than two years of which was in teaching in a special education program.
- Possesses teaching experience with young children with disabilities. Experience with infants and toddlers with disabilities preferred.
- Experience working in a virtual online instructional setting.
- Possesses experience in assessment and evaluation.
- Possesses experience writing and implementing IFSPs preferred.
- Possesses knowledge and understanding of the teacher’s role in a team environment.
- Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
CERTIFICATES, LICENSES, REGISTRATIONS: - Possesses a valid Michigan teacher's certificate with necessary endorsement(s) in cognitive impairment (SA), autism spectrum disorder (SV) or physical or otherwise health impaired (POHI) and early childhood (ZA or ZS).
- Willingness to pursue teacher consultant approval from the State of Michigan.
- Must meet NCLB and Michigan Department of Education highly qualified requirements.
LANGUAGE SKILLS: - Demonstrates ability to orient parents, school staff and administrators to the unique needs of children 0-5.
- Demonstrates ability to design and implement educational programs appropriate for children 0-5.
- Demonstrates ability to explain and demonstrate appropriate teaching techniques.
- Demonstrates ability to read, analyze and interpret information including periodicals and professional journals.
- Demonstrates ability to effectively present information and respond to questions from groups of educators, students, and the general public.
- Demonstrates ability to write lesson plans, IEP’s, and other related correspondence.
- Demonstrates ability to direct the activities of others to execute student IEP goals.
TECHNICAL SKILLS: - Demonstrates ability to integrate technology into the everyday workflow is necessary.
- Demonstrates ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
- Demonstrates ability to use computer technology for research, data management, communications, and other instruction.
- Demonstrates ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
- Exhibits knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database, and presentation software) is required.
- Demonstrates ability to use computer technology for research, data management, communications, and other instruction.
MATHEMATICAL SKILLS: - Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY: - Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
- Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
- Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
INTERPERSONAL SKILLS: - Demonstrates ability to build rapport with others and to serve diverse publics.
- Demonstrates ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
- Demonstrates ability to work effectively and collaboratively with other departments, agencies, and individuals.
- Demonstrates ability to work creatively and skillfully with students.
- Demonstrates initiative and understanding when working with students, staff, and parents/guardians.
- Possesses the skills and desire to work in a collaborative team with others.
PHYSICAL 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 is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY: The work environment characteristics described here are 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.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This is a year-round (12 month) service position.
This position description is not a contract for employment.
The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
TERMS: This position is subject to terms, conditions, and calendar of the Master Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon years of comparable experience) from $47,180 - $101,817.
Washtenaw Intermediate School District is a drug-free workplace. It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.