Title:  Special Education-Infant and Toddlers Service Coordinator/Special Educator

 

QUALIFICATIONS:

Minimum Qualifications

• Bachelor's degree in Special Education, Early Childhood Education, Infant/Primary Special Education, or a closely related field.
• Valid Maryland educator certification in an appropriate special education area, when required for the professional discipline and assigned instructional responsibilities.
• Demonstrated knowledge of infant and toddler development, including typical and atypical development.
• Knowledge of IDEA Part C, Maryland Infants and Toddlers regulations, IFSP development, and early intervention procedures.
• Demonstrated ability to coordinate services and collaborate with families, community agencies, and multidisciplinary service providers.
• Knowledge and experience implementing developmentally appropriate, family-centered, evidence-based early intervention practices.
• Ability to provide instruction and caregiver coaching within the child's natural environments.
• Strong communication, organizational, documentation, and interpersonal skills.

Additional Required Training and Qualifications

• Meet Maryland's applicable personnel standards for early intervention providers.
• Complete or demonstrate documentation of the 120 contact hours of suitable qualifications training when required based on the percentage of employment devoted to early intervention services.
• Participate in ongoing professional development in early intervention, family-centered practices, and service coordination.
• Maintain applicable professional licenses or certifications required for assigned responsibilities.

 

REPORTS TO: Director for Special Education

 

SUPERVISES: N/A

 

JOB GOAL:   The Service Coordinator/Special Instructor will ensure that eligible infants and toddlers and their families receive coordinated, timely, and comprehensive early intervention services through the Individualized Family Service Plan (IFSP) process. The employee will provide developmentally appropriate, individualized early intervention using evidence-based practices within the child's natural environments to support developmental progress, strengthen family capacity, and promote meaningful child and family outcomes.

 

PERFORMANCE RESPONSIBILITIES:

1. Service Coordination: Coordinate evaluations, assessments, IFSP development, implementation, periodic reviews, and transition planning while ensuring compliance with required timelines and procedural safeguards.
2. Individualized Instruction: Design and implement developmentally appropriate, individualized instruction that addresses IFSP outcomes and supports children's acquisition of functional skills across developmental domains.
3. Family Coaching and Support: Partner with families through evidence-based practices, including Routines-Based Intervention and Reflective Coaching, to build caregiver knowledge, confidence, and capacity to support their child's development.
4. Natural Environment Intervention: Embed intervention strategies into everyday routines, activities, play, and interactions within the child's natural environments.
5. Progress Monitoring: Collect, analyze, and document developmental information to monitor progress toward IFSP outcomes and adjust intervention strategies based on individual child and family needs.
6. Collaboration: Collaborate with families, early intervention team members, medical providers, community agencies, and preschool special education personnel to ensure coordinated and comprehensive services.
7. Compliance and Documentation: Maintain accurate and timely documentation of evaluations, IFSPs, service delivery, progress monitoring, and transition activities in accordance with federal, state, and local requirements.
8. Professional Growth: Participate in ongoing professional development to strengthen knowledge and implementation of evidence-based early intervention practices and maintain applicable professional qualifications.
9. Provide services to infants/children with developmental delays and related disabilities and consultation to parents, families, and agencies
10. Work collaboratively with the Special Education Preschool Teacher Specialist to ensure the timely and appropriate transition of students from the Infants & Toddlers Program, to school-based services
11. Work collaboratively with other PreK special education teachers and therapists to develop IEPs for students not receiving services at a KCPS school.
12. Other duties as assigned.

 

TERMS OF EMPLOYMENT:             As found in the agreement between the Kent County Teacher’s Association and Board of Education this is a Ten (10) Month Full time position.    

 

Salary Lane:                                      Teacher’s Lane Step established by the Superintendent.  

 

Bargaining Unit:                             Kent County Teachers Association  

 

FLSA Status:                                      Exempt

 

EVALUATION:          Performance of this position will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel