Job Category: Exempt

PCLS: 30464

Salary Grade: G

Summary

Incumbents in the Teacher, Early Intervention II positions provide service coordination and developmental education to families and children with developmental delays or disabilities in home, community, virtual, and/or classroom settings in accordance with the Individuals with Disabilities Education Act (IDEA) regulations.

Incumbents independently apply specialized professional knowledge of early childhood development and early intervention practices to conduct developmental assessments, interpret evaluation results, and design individualized intervention strategies. They collaborate with families and multidisciplinary teams to develop and implement Individualized Family Service Plans (IFSPs) and coordinate services among multiple providers and agencies.

Reporting and Supervisory Responsibilities

The Teacher, Early Intervention II reports to an Assistant Director or Program Coordinator.

The position does not have formal supervisory responsibilities but may provide guidance or mentoring to newer staff, students, or volunteers.

Typical Functions

1. Provide families with the necessary knowledge and tools to enhance their child’s growth and development across developmental domains.
2. Educate families regarding IDEA regulations, including Parts C and B, and parental rights associated with early intervention services.
3. Independently coordinate and administer child evaluations and child and family assessments; facilitate and participate in team determinations of program eligibility.
4. Interpret assessment results and contribute to the development of individualized developmental and service strategies.
5. Develop and implement Individualized Family Service Plans (IFSPs) that identify services, supports, and service providers.
6. Serve as a primary point of contact to coordinate services among therapy providers, programs, and community agencies.
7. Provide evidence-based specialized instruction and developmental education to children and families through home, center-based, classroom, or community settings.
8. Provide individualized parent coaching to support families in understanding their child’s diagnosis, developmental needs, and intervention strategies.
9. Develop strategies that build on family concerns, priorities, and available resources.
10. Review and monitor child and family files to ensure compliance with program standards and regulatory requirements.
11. Maintain documentation and service records in accordance with program policies and regulatory guidelines.
12. Participate in multidisciplinary team meetings and contribute professional expertise regarding developmental interventions and service coordination.
13. Perform miscellaneous job-related duties as assigned.

Knowledge, Skills, and Abilities

1. Knowledge of infant and toddler development and early intervention practices.
2. Ability to interpret developmental assessments and integrate evaluation data to develop individualized service and developmental plans.
3. Ability to apply evidence-based developmental and instructional strategies.
4. Ability to gather data, compile information, and prepare reports.
5. Knowledge of teaching methods, curriculum, and family-centered education programs for children with disabilities.
6. Ability to exercise independent professional judgment when addressing complex family or service coordination needs.
7. Ability to work effectively with diverse populations.
8. Ability to mentor or guide less experienced staff, students, or volunteers.
9. Ability to attend activities required by the State Health Department Baby Watch Early Intervention program.

Minimum Qualifications

Bachelor’s degree in special education, psychology, human development and family studies, social work, early childhood development, or a related field plus three years of relevant experience.

Work Environment and Physical Requirements

Employees work indoors and are protected from weather and/or contaminants, but not, necessarily, occasional temperature changes. This position requires moderate physical activity, including the handling of light weight objects up to 20 pounds and/or standing or walking more than four hours per day. Employees often bend, stoop, kneel, and/or crawl, and often use repetitive hand motions. Incumbents almost constantly listen, hear, and talk.

Disclaimer

This position description indicates 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 list of all duties, responsibilities, and qualifications required of employees assigned to the position.