Teacher - Preschool Inclusion

JobID: 6201

Position Type:
Elementary School Teaching/Primary - Grades 1, 2, 3

Date Posted:
3/2/2026

Location:
Pecan Grove Elementary

Closing Date:
Until Filled

School Year:
2026 - 2027

Working Calendar Days:
189 Days

Salary Range:
See Certified Placement Schedule

Benefited Status:
Benefited Position - Tier 1

Purpose Statement

The job of Preschool Inclusion Teacher is done for the purpose of providing inclusive educational services to a blended preschool classroom composed of typically developing children and children with disabilities. The teacher is responsible for delivering high-quality, developmentally appropriate instruction to all students while also ensuring compliance with special education laws and the delivery of services outlined in each student's Individualized Education Program (IEP). This role combines general early childhood instruction with individualized supports, fostering a learning environment that promotes academic, social, interpersonal and functional growth for every child.

This job reports to Principal

Essential Functions

Develops and implements developmentally appropriate lesson plans that meet the diverse needs of both typically developing and special education students by utilizing district provided resources and standards (e.g. state standards, curriculum frameworks, ECERS, CLASS, and evidence-based assessment tools including Teaching Strategies Gold, etc.)
Differentiates instruction and materials to accommodate individualized learning plans, developmental levels, and IEP goals.
Writes and maintains IEPs in compliance with IDEA regulations, including completing progress reports, monitoring goals, and ensuring services are delivered according to each student's IEP.
Ensures appropriate delivery of special education services in the inclusive setting through coordination with related service providers (e.g., SLP, OT, PT), instructional assistants, and other staff.
Facilitates inclusive learning experiences (e.g., circle time, art, movement, play-based learning, literacy, math, science) that support engagement and success for all students.
Implements accommodations, modifications, and support strategies within the inclusive setting to promote student access to the curriculum.
Conducts and interprets developmental assessments and screenings to inform instruction and IEP development.
Supports and monitors student behavior using positive behavior strategies that promote safety, regulation, and engagement.
Models inclusive practices and respectful interactions to promote acceptance, empathy, and positive peer relationships.
Trains, supervises, and collaborates with paraprofessionals to ensure consistent support for all students, including those with disabilities.
Maintains ongoing communication with families, including regular updates about student progress and participation in IEP development and implementation.
Participates in multidisciplinary team meetings (e.g., IEPs, METs, parent-teacher conferences), prepares required documentation, and ensures compliance with district and legal requirements.
Maintains accurate records including attendance, assessments, student progress, parent communication, and special education documentation.
Organizes structured and inclusive indoor/outdoor activities that promote developmental and academic growth for all students.
Responds to students' medical, sensory, and hygiene needs (e.g., toileting, diapering, feeding) as required for students with disabilities in the classroom.
Participates in professional development, staff meetings, and training relevant to early childhood special education.
Advises parents and/or legal guardians of student progress (e.g. IEP updates, progress reports, report cards, behavioral plans, etc.) for the purpose of communicating expectations; student's achievements; developing methods for improving and/or reinforcing classroom goals in the home environment.
Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration.
Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of ensuring the provision of special education services in accordance with students' IEP in the LRE and in accordance with school district, state and federal requirements.
Prepares a variety of written and electronic materials (e.g. grades, attendance, anecdotal records, IEP goals and objectives, student records, intervention and treatment plans, etc.) for the purpose of documenting student progress and meeting mandated requirements and timelines.
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Responds to inquires from a variety of sources (e.g. other teachers, parents, administrators, therapists, etc.) for the purpose of resolving issues, providing information and/or direction.

Other Functions

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records; managing student behavior; planning individualized instruction.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies; IDEA regulations, IEP procedures and special education delivery models.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours; work effectively with students with diverse needs; collaborating with multidisciplinary teams.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services.

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 30% sitting, 30% walking, and 40% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.

Experience Job related experience is required.

Education Bachelors degree in job-related area.

Equivalency

Required Testing

Certificates

Designated Subject Matter Endorsement

Teaching Credential

Continuing Educ./Training

Clearances

Maintains Certificates and/or Licenses

FLSA Status Approval Date Salary Range

Exempt May 12, 2014 BA

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