Esther Ashkenas ELC Special Education Preschool Teacher

To become a Special Education Preschool Teacher at Esther Ashkenas ELC, you need a BA or MA along with New York State Certification in Special Education for Students with Disabilities, covering grades B-2 or all grades. Additionally, experience with autism is preferred, although teachers in process of obtaining their SWD certification or MA degree may also apply.

Working as a Special Education Preschool Teacher at AHRC New York City offers numerous benefits including comprehensive health, dental, and vision insurance, a 403b retirement plan with employer matching, tuition assistance for further education, parental leave, and paid time off. The organization values the professional development of its staff, making it a fantastic place to grow your career.

The role of a Special Education Preschool Teacher at AHRC involves assessing students' developmental levels, designing individualized lesson plans, creating IEP goals, preparing daily schedules aligned with NYS Common Core Standards, and actively participating in review meetings. This full-time position emphasizes hands-on instruction and support tailored to each child's unique needs.

The salary range for the Special Education Preschool Teacher position at Esther Ashkenas ELC is between $71,770 and $72,841 annually. This competitive salary reflects the value placed on educators who are dedicated to supporting students with developmental disabilities.

As a Special Education Preschool Teacher at AHRC NYC, you can expect to work a full-time schedule from Monday to Friday, specifically from 8:30 A.M. to 3:00 P.M. This schedule allows for a consistent routine that benefits both teachers and students.

Yes, AHRC New York City is committed to the professional development of its staff. As a Special Education Preschool Teacher, you will have access to various professional development opportunities aimed at enhancing your teaching skills and keeping you updated on best practices in special education.

While experience with autism is preferred, it is not a strict requirement for the Special Education Preschool Teacher position at Esther Ashkenas ELC. The organization provides support and plans for teachers who may still be in the process of gaining experience.

In assessing a student's individual needs, I would begin by reviewing existing documentation such as IEPs and assessments. I would then conduct observations to understand the child's behavior and learning style. Collaboration with parents and other professionals is crucial to developing a comprehensive understanding. Finally, I would apply appropriate assessments to determine strengths and areas where additional supports are needed.

Creating IEP goals involves a collaborative process that includes input from students, parents, and the educational team. I focus on developing SMART goals—specific, measurable, achievable, relevant, and time-bound—that reflect the student’s unique strengths and areas for growth. I also ensure that goals align with NYS learning standards and incorporate strategies that support the student’s overall development.

To create a positive classroom environment, I utilize proactive behavior management strategies that reinforce positive behavior while teaching appropriate social skills. Establishing clear routines, providing visual schedules, and using motivational tools tailored to each child's preferences are essential components. Incorporating engaging activities that promote a sense of belonging and respect fosters a supportive learning atmosphere.

Engaging parents in their child's educational process involves consistent communication through regular updates, meetings, and joint goal-setting initiatives. I would make an effort to create a partnership with parents by sharing their child’s successes and strategies used in the classroom. Offering workshops or resources can also enhance their understanding of the program and tips for supporting their child's learning at home.

Data plays a crucial role in my teaching and planning as it informs my decision-making. I emphasize collecting authentic assessment data to track student progress, which helps to refine lesson plans and instructional methods. Analyzing data allows me to evaluate the effectiveness of interventions and adjust IEPs to ensure that every student is meeting their goals.

When planning lessons for students with diverse learning needs, I prioritize differentiation by tailoring materials and activities to each student's ability levels. I consider their unique learning styles and preferences, incorporate multiple modalities, and ensure that the content is engaging and accessible. Collaboration with related service providers also helps create a seamless integration of therapies within classroom activities.

My experience with applied behavioral analysis (ABA) techniques includes implementing reinforcement strategies to promote positive behavior and decrease challenging behavior. I have utilized data collection to track patterns and adjust interventions as necessary. Additionally, I ensure that my approach is individualized, using the child’s interests as motivation to encourage learning and engagement.

The most important aspects of teaching children with special needs include patience, empathy, and a strong commitment to individualized instruction. Understanding each child's unique challenges and celebrating their successes, no matter how small, fosters a supportive environment. Building relationships and trust with both students and their families are equally critical to ensure effective teaching and learning.

When addressing challenging behaviors in the classroom, I take a proactive approach by understanding the underlying reasons for the behavior. I focus on using positive reinforcement techniques to encourage appropriate behaviors while implementing clear expectations. Collaboration with support staff and the use of behavior intervention plans are key strategies to ensure a productive and safe learning environment.

If a student is not making progress on their IEP goals, I would first analyze the data to identify potential barriers to learning. Making adjustments to instructional strategies, materials, or motivation techniques are vital next steps. I would also collaborate with the support team, including parents and specialists, to brainstorm solutions and consider revising the IEP goals if necessary to align with the child’s changing needs.