ITINERANT EC PRESCHOOL TEACHER

Beginning August 2026

25hrs./week

ITINERANT EC PRESCHOOL TEACHER

The Itinerant Preschool Teacher provides specialized instruction and support services to preschool-aged children with disabilities within inclusive learning environments across community-based preschool settings. The itinerant teacher collaborates with families, community partners, preschool staff, and multidisciplinary teams to support student growth and access to educational opportunities in accordance with each child's Individualized Education Program (IEP). Reports to the Director of Preschool Programs.

ESSENTIAL JOB FUNCTIONS

Instructional Responsibilities

• Provide specially designed instruction to preschool children ages 3-5 identified with disabilities.
• Implement evidence-based instructional strategies addressing communication, cognitive, adaptive, behavioral, motor, and social-emotional development.
• Deliver services within natural and inclusive environments, including community preschool classrooms, childcare centers, Head Start programs, and other approved settings.
• Develop, implement, and monitor IEP goals and objectives in collaboration with multidisciplinary teams and families.
• Adapt instructional materials, classroom activities, and learning environments to support student participation and progress.
• Utilize developmentally appropriate practices aligned with the North Carolina Foundations for Early Learning and Development.
• Collect and analyze student performance data to guide instruction and document progress toward IEP goals.

Collaboration and Consultation

• Collaborate with preschool teachers, childcare providers, related service personnel, and families to support student success across settings.
• Provide consultation, modeling, and coaching to staff and caregivers regarding instructional strategies, accommodations, developmental supports, and behavior interventions.
• Participate in multidisciplinary team meetings, IEP meetings, transition planning meetings, and eligibility determination meetings.
• Support smooth transitions for children entering preschool services from the North Carolina Infant-Toddler Program (Part C to Part B transition) and transitioning from preschool to kindergarten.
• Maintain ongoing communication with families regarding student progress, strategies for carryover, and educational needs.

Assessment and Compliance Responsibilities

• Participate in developmental screenings, observations, evaluations, and reevaluations for preschool-aged children.
• Assist with collecting and interpreting assessment data to support educational planning and eligibility decisions.
• Maintain compliance with federal, state, and local policies and procedures related to Exceptional Children services.
• Complete required documentation, including IEPs, progress reports, service logs, and other required records in a timely manner.
• Maintain confidentiality of student information and records in accordance with FERPA and district policies.

Behavioral and Social-Emotional Support

• Implement positive behavior supports and developmentally appropriate interventions.
• Support the development of play skills, peer interactions, self-regulation, communication, and independence.
• Collaborate with teams to develop and implement behavioral supports when necessary.

Professional Responsibilities

• Attend required staff meetings, professional development activities, and district trainings.
• Maintain current knowledge of best practices in early childhood special education and preschool programming.
• Demonstrate professionalism, flexibility, organization, and effective time management while serving multiple locations throughout the district.
• Establish and maintain positive working relationships with students, families, staff, and community agencies.

Performs other related work as required.

KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of early childhood development and preschool special education practices
• Knowledge of IDEA regulations, IEP development, and preschool service delivery models
• Ability to collaborate effectively with families, staff, and community partners
• Ability to provide consultation and coaching within inclusive preschool environments
• Strong organizational, communication, and problem-solving skills
• Ability to travel between school and community locations within Davie County.

MINIMUM TRAINING AND EXPERIENCE

• Bachelor's degree with North Carolina teaching license in Birth-Kindergarten, Special Education, or related licensure area
• Experience working with preschool-aged children with disabilities preferred

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and equipment for children with special needs, etc. Must be able to travel between multiple school and community sites. Must be able to participate in floor play, lift instructional materials, and assist young children as needed. Must be able to bend, kneel, sit on the floor, and actively engage in preschool environments. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light to Medium Work.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from colleagues or supervisors.

Language Ability: Requires the ability to read and prepare a variety of instructional materials, correspondence, reports, handbooks, forms, lists, etc.

Intelligence: Requires the ability to rationalize and solve problems with a variety of variables, aligned with policies, procedures, and professional expectations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to use mathematical operations and apply mathematical skills to solve work-related problems, including but not limited to adding, subtracting, and utilizing decimals and percentages.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Requires the ability to handle a variety of items, equipment, etc. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.