Entry Level Special Education Teacher Jobs

Days per Year: 187

Min:$62,750

(Based on 2025-2026 Pay Scale)

JOB TITLE: Early Childhood Special Education 4 RY Teacher-(2026-2027 School Year)

REPORTS TO: Principal

WAGE/HOUR STATUS: Exempt

PAY GRADE: Teacher Salary Scale

PRIMARY PURPOSE:

The Early Childhood Special Education (ECSE) Teacher position is designed for the educator who strives positively impact classroom success for preschool students eligible for special education supports and services in a general education preschool setting. The Early Childhood Special Education (ECSE) Teacher is responsible for providing preschool students with a comprehensive continuum of services aged 3-5, with identified delays in one or more of five developmental areas. The Early Childhood Special Education (ECSE) Teacher) Teacher is responsible for instruction in pre-academics, social / emotional skills, building student independence with self-help skills and focusing on building communication and motor skills. The continuum of services contains but is not limited to a blended pre-k inclusion (co-teaching) model and self-contained settings (ECSE Self-Contained).

The work of the Early Childhood Special Education (ECSE) Teacher is driven by the general education curriculum, preschool alternative curriculum, district policies and procedures that guide instruction and ensure compliance with state and federal guidelines.

All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, championing the needs of our students and drive continuous improvement.

QUALIFICATIONS:

Required:

• Bachelor’s degree from accredited university
• Valid Texas teaching certificate with required endorsements and level assigned

Preferred:

• One year of student teaching or approved internship
• Valid Texas ESL teaching certificate

SPECIAL KNOWLEDGE/SKILLS:

• Experience working with students eligible for special education supports and services
• Knowledge of Admission, Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of curriculum and instruction
• Ability to instruct students, manage their behavior and collaborate in learning environment
• Strong organizational, communication, and interpersonal skills
• Strong technology skills including technology integration
• Knowledge of early childhood development and instruction
• Strong organizational, communication, and interpersonal skills
• Flexible and patient

MAJOR RESPONSIBILITIES AND DUTIES:

• Develops and implements instructional plans to assist students in accessing the general curriculum and meeting curriculum standards
• Actively participates in Data Drive Action Planning (DDAP) Professional Learning community(PLC) meetings with general education teachers to plan, practice and provide accommodations to meet student needs
• Actively participates in providing instruction with the general education teacher in accordance with trained models of collaborative instruction and support
• Prepares and documents lesson plans in accordance with district standards and procedures
• Teach alternate curriculum based on prerequisites and essence skills of the TEKS.
• Teach student pre-academics, social/ emotional, building independence with self-help skills, focus on building communication and motor skills.
• Provide appropriate opportunities for the students to be engaged with peers in academic and nonacademic settings.
• Implements individual education plans (IEPs), monitors and documents student progress
• Provide parents with written information regarding student progress on IEP goals and objectives at least once per grading period, according to district and ARD guidelines.
• Maintains the confidentiality of student and parent information.
• Develop IEP goals and objectives based on formal and informal evaluation methods.
• Maintain appropriate data collection, every grading period and following grade-level grading expectations. Uses a variety of data collection tools to assess student skills and progress in the general curriculum
• Maintain complete and accurate paperwork needed for compliance purposes in the campus student folder.
• Maintain complete and accurate documentation of services provided to students including time, student name and description of services provided to student as they related to implementation of student’s IEP
• Maintain lesson plans, or data collection forms indicating objectives addressed, activities planned, and attendance.
• Prepare and incorporate lesson plan materials and materials needed for student IEP goals and objectives.
• Maintains professional competence by participating in staff development activities, curriculum development meetings, staff support activities and other professional opportunities
• Serves as the students’ Case Manager including responsibility for:
• • Coordinates and documents the Admission, Review and Dismissal/Individual Educational Plan Committee for each student.
  • Ensures that students have appropriately written Standards Based Individualized Education Programs (SBIEP)
  • Ensures that the IEP is being implemented, with fidelity in all school settings
  • Evaluates and monitors individual student progress based on academic and behavioral data collection.
  • Participates in placement decisions based on educational, social and behavioral data presented to the committee.
  • Maintains documentation of implementation of services in accordance with the students’ Individual Educational Plans.
  • Ensures the distribution of appropriate paperwork (including accommodations and deliberations) to all assigned teachers (both general and special education).
• Provide ongoing supports and training for the ECSE paraprofessional
• Collaborate as needed with campus personnel and Related Services to provide the most appropriate services for students with suspected or confirmed communication disabilities.
• Routinely and professionally provide information to parents about services that are available through Medicaid, State of Texas and other community organizations.
• Performs all other duties as assigned.

WORKING CONDITIONS:

The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.