POSITION DESCRIPTION

JOB TITLE: Young Adult Program Teacher of Record

TYPE OF POSITION: Certified

REPORTS TO: Director of Special Education and Building Principal(s)

Primary Function: 

Provides instruction, case management, developmental programming, and early-childhood intervention services for students ages 3–5 who qualify for special education services. Ensures compliance with Article 7 and IDEA Part B (Section 619), delivers developmentally appropriate instruction, oversees IEP implementation, and promotes foundational skills in communication, social-emotional development, early academics, and readiness for kindergarten.

Persons in this position may perform any of the essential duties defined below.  However, this position description does not define all potential duties related to this position, and persons may be asked to perform other duties in support of the Corporation’s mission

Essential Duties: 

To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Serve as the Teacher of Record for assigned preschool students, ensuring compliance with Article 7, Part B 619 requirements, and all early childhood special education regulations.
• Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to developmental needs across cognitive, motor, adaptive, communication, and social-emotional domains.
• Provide differentiated, play-based, and developmentally appropriate instruction that builds early learning readiness and foundational academic skills.
• Oversee and model evidence-based practices for early childhood learning, including structured play, routines-based interventions, and embedded instruction.
• Collaborate with related service providers (SLP, OT, PT, school psychologist, vision/hearing specialists) to integrate therapies into daily routines and instructional activities.
• Conduct authentic assessments, progress monitoring, and developmental observations to guide instruction and ensure compliance with IEP timelines.
• Maintain ongoing communication with families, offering guidance on developmental milestones, home-based supports, and transition to kindergarten.
• Support the transition process for students moving from First Steps (Part C) into early childhood special education and from preschool into kindergarten.
• Provide leadership and support to paraprofessionals assigned to the classroom, including training in instructional strategies, safety practices, and behavior supports.
• Support behavior intervention strategies, including modeling regulation techniques, social-emotional learning, and individualized supports for students with challenging behaviors.
• Ensure appropriate supervision, health, safety, and daily care routines for preschool-age students.
• Participate in case conferences, early-childhood team meetings, staff training, and professional development.
• Maintain knowledge of early childhood development, state guidance, preschool standards, and best practices for inclusive and specialized early learning environments.
• Other duties as assigned.

Qualifications: 

• Valid Indiana teaching license in Early Childhood Special Education, Exceptional Needs–Mild Intervention, or qualifying early childhood endorsement.
• Knowledge of early childhood development, play-based instruction, and evidence-based practices for ages 3–5.
• Experience in early childhood or special education settings preferred.
• CPR/AED certification and completion of all required state trainings.
• Strong communication, collaboration, and family engagement skills.
• Ability to design and implement developmentally appropriate instruction and interventions.

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.

• Ability to move about school buildings and occasionally lift up to 20 pounds.
• Sufficient vision, hearing, and speech to conduct assessments and communicate effectively.
• Frequent use of hands for typing, writing, and test administration.
• Work is primarily in a school setting with moderate noise; some travel between schools may be required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work Environment: 

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 usually moderate.
• There are no environmental hazards indicated for this position.

TERMS: Length of year and salary to be determined by the School Board.

EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the policy handbook.

Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws.