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Itinerant Preschool Teacher

Reports to: Regional Administrator Classification: Contracted
Date: August 2003

Job Summary
Partners with educators, families and communities to provide effective learning environments for all students. Helps ensure success for all learners. Provides service to young children with disabilities in a variety of preschool, day care and/or home settings for limited or extended periods of time. Assists in the development and implementation of IFSPs and IEPs through consultation and direct service. Responds to preschool/day care staff and parent concerns regarding the overall development of specific children. Links with local school districts for educational program needs and transition planning.


  1. Bachelorís degree in education with an emphasis in early childhood.
  2. One year of experience in early childhood special education.
  3. Iowa instructional license with preschool handicapped, early childhood-special education or unified endorsement.

Essential Functions

  1. Supports total school/community efforts to create a positive learning environment for students/children.
  2. Serves as liaison among AEA, district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.
  3. Models, implements and assesses strategies related to learning, social, emotional and behavioral needs to enhance educational programming for all learners.
  4. Provides ongoing support to educational staff related to applicable rules and laws.
  5. Integrates research into the design of best practices.
  6. Consults with teachers and administrators regarding best practices for classroom and building educational programs.
  7. Follows policies, procedures, standards and rules in accordance with national and state laws, the Iowa Dept of Education and GWAEA, which includes, but is not limited to, developing and maintaining proper and adequate records and documentation.
  8. Performs individualized educational observations, informal assessments, and screening.
  9. Supports young children with disabilities in least restrictive environment settings.
  10. Develops and implements individualized educational programs for both IFSP and IEP.

Additional Responsibilities

  1. Participates in projects, committees or activities to support the Agencyís mission, goals and priorities.
  2. Demonstrates self-discipline and initiative to produce high-quality, organized and dependable results.
  3. Conveys a positive and professional image to staff and public.
  4. Handles information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc).
  5. Pursues professional growth opportunities and relationships to keep current with and influence educational directions.
  6. Serves as a resource for parents, preschools/day cares, staff and community programs/agencies about early childhood programs.
  7. Performs such other duties as may be assigned.

Knowledge, Skills and Abilities

  1. Ability to communicate effectively and maintain effective working relationships.
  2. Ability to function effectively as a team member and work collaboratively with others or independently as appropriate.
  3. Ability and willingness to be flexible and respond to the changing needs of clients and the Agency.
  4. Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a service style that facilitates positive change and continuous improvement.
  5. Effective presentation and group facilitation skills.
  6. Ability to use data to make educationally sound decisions.
  7. Knowledge of best practices in curriculum, instruction and assessment.
  8. Knowledge of applicable rules and laws that govern educational decisions.
  9. Ability to read and interpret documents, write reports and correspondence, and apply appropriate mathematical concepts.
  10. Ability to use and integrate technology appropriately in daily work which includes, but is not limited to, efficient operation of telephone and voice mail systems and application of basic computer skills to effectively use e-mail, internet and word processing.
  11. Knowledge of early childhood classroom strategies, interventions and specific disabilities.

Physical Requirements

  1. Ability to travel between homes/schools/sites served.
  2. Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that canít always be anticipated.