About this role
Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn. SUMMARY OF RESPONSIBILITIES: The Scituate School Department seeks a collaborative, student-centered Integrated Preschool Teacher to lead a high-quality, inclusive preschool classroom where children with and without disabilities learn together in a developmentally appropriate environment. This unique position serves as both the general education preschool teacher and the special education teacher, providing high-quality early childhood instruction while ensuring students with disabilities receive the specially designed instruction, related supports, and services identified in their Individualized Education Programs (IEPs). The Integrated Preschool Teacher serves as the IEP case manager for assigned students, coordinating special education services, developing and monitoring Individualized Education Programs, collaborating with families and multidisciplinary teams, and ensuring compliance with all federal, state, and district special education requirements. The successful candidate will design engaging learning experiences aligned with the Rhode Island Early Learning and Development Standards (RIELDS) while supporting children's cognitive, language, literacy, mathematics, communication, adaptive, motor, social-emotional, and physical development. Through purposeful play, intentional instruction, authentic assessment, and inclusive practices, the teacher will foster school readiness and meaningful growth for every child. The successful candidate will implement developmentally appropriate instructional practices using The Creative Curriculum, Teaching Strategies GOLD, and the Rhode Island Early Learning and Development Standards (RIELDS). The ideal candidate will build strong partnerships with families, paraprofessionals, related service providers, administrators, and community partners while contributing to the district's commitment to high-quality early childhood programming and continuous improvement through Rhode Island's BrightStars Quality Rating and Improvement System. Instruction and Learning Plan and deliver developmentally appropriate instruction aligned with the Rhode Island Early Learning and Development Standards (RIELDS) and district curriculum. Design engaging learning experiences that promote purposeful play, exploration, inquiry, creativity, language development, problem-solving, and school readiness. Provide whole-group, small-group, and individualized instruction based on children's developmental needs, assessment data, and Individualized Education Programs (IEPs). Deliver specially designed instruction and implement accommodations, modifications, and evidence-based interventions for students receiving special education services. Utilize evidence-based early childhood instructional practices, Universal Design for Learning (UDL), differentiated instruction, and inclusive teaching strategies to ensure equitable access to learning. Foster children's communication, language, early literacy, numeracy, executive functioning, self-regulation, adaptive behavior, social-emotional development, and positive approaches to learning. Create rich classroom learning environments that encourage exploration, independence, collaboration, creativity, and positive peer interactions. Integrate literacy, mathematics, science, social studies, movement, music, art, technology, and outdoor learning experiences throughout the instructional day. Support children's independence, self-help skills, confidence, resilience, and successful transition to kindergarten. Special Education Case Management Serve as the IEP case manager for assigned students receiving special education services. Develop, implement, monitor, and revise Individualized Education Programs (IEPs) in accordance with IDEA, Rhode Island regulations, and district procedures. Coordinate and monitor the implementation of all accommodations, modifications, related services, and specially designed instruction identified within each student's IEP. Schedule, facilitate, and participate in IEP Team meetings, eligibility meetings, annual reviews, reevaluations, and transition planning. Maintain accurate and timely documentation related to IEP compliance, progress monitoring, service delivery, and state reporting requirements. Ensure compliance with all federal, state, and district special education timelines and procedural requirements. Assessment and Data-Informed Practice Utilize authentic assessment, developmental screening, observation, curriculum-based assessment, progress monitoring, and formative assessment to monitor children's development and learning. Analyze developmental, academic, behavioral, and social-emotional data to inform instructional planning and individualized supports. Use assessment results to develop flexible instructional groups, interventions, and enrichment opportunities. Monitor progress toward IEP goals and communicate student progress regularly with families and educational team members. Maintain accurate records related to developmental milestones, assessment results, student progress, and special education documentation. Utilize Teaching Strategies GOLD, authentic assessment, developmental screening, observations, curriculum-based assessments, and progress monitoring to monitor child development and guide instruction. Collaboration and Student Support Establish strong partnerships with families as active participants in supporting children's learning, development, and well-being. Collaborate closely with speech-language pathologists, occupational therapists, physical therapists, school psychologists, behavior specialists, nurses, early childhood specialists, and other related service providers. Coordinate related services within the classroom to ensure integrated and seamless service delivery. Provide day-to-day leadership, guidance, support, and direction to assigned paraprofessionals to ensure consistent implementation of instructional plans, accommodations, behavioral supports, personal care needs, and classroom routines. Collaborate with paraprofessionals to promote children's independence, engagement, communication, and successful participation throughout the school day. Participate actively in Professional Learning Communities (PLCs), MTSS, preschool transition planning, multidisciplinary team meetings, and school improvement initiatives. Collaborate with community agencies, Early Intervention providers, and receiving kindergarten teams to ensure successful student transitions. Learning Environment Create and maintain a safe, nurturing, developmentally appropriate, and inclusive classroom environment where all children are welcomed, valued, and respected. Foster positive relationships that support children's social-emotional development, communication, self-regulation, resilience, independence, and confidence. Develop predictable classroom routines that encourage exploration, communication, collaboration, creativity, and positive behavior. Promote equitable participation and meaningful inclusion for children with diverse learning, developmental, behavioral, communication, and physical needs. Build a classroom culture that reflects high expectations, family engagement, belonging, and respect for every learner. Provide instructional leadership within the integrated preschool classroom while supervising and supporting assigned paraprofessionals and coordinating the delivery of related services. Professional Responsibilities Maintain compliance with all federal, state, and district early childhood and special education laws, regulations, policies, and procedures. Participate in ongoing professional learning related to early childhood education, inclusive practices, child development, special education, and evidence-based instructional practices. Maintain confidentiality of student records in accordance with FERPA, IDEA, and district policies. Collaborate as an active member of the school's Professional Learning Community. Support district initiatives related to curriculum, instruction, assessment, MTSS, inclusion, and continuous improvement. Support the district's commitment to high-quality early childhood programming and continuous quality improvement aligned with Rhode Island's BrightStars Quality Rating and Improvement System. Coordinate transition planning for students entering preschool and transitioning to kindergarten in collaboration with families, Child Outreach, Early Intervention, receiving schools, and related service providers. Participate in ongoing professional learning required to support Rhode Island BrightStars quality standards, inclusive preschool practices, curriculum implementation, assessment, and continuous program improvement. Perform other duties as assigned by the Building Principal or Superintendent/designee. Equal Employment Opportunity The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices. For inquiries regarding non-discrimination policies, contact: Equal Employment Officer P.O. Box 188, North Scituate, RI 02857 Phone: (401) 647-4100 Email: [email protected] Inquiries may also be directed to: Office for Civil Rights, U.S. Department of Education (Boston Office) 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected] https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/3278/Ssd/e6624f12-e2a2-49fd-bb96-cc7f2119a9b8/MOU_to_the_Collective_Bargaining_Agreement_bet.pdf?disposition=inline
Qualification Requirements: Dual certification in Early Childhood Education AND Early Childhood Special Education is required (or eligibility to obtain both certifications in accordance with Rhode Island Department of Education requirements). Bachelor's degree from an accredited college or university. Demonstrated knowledge of child development and developmentally appropriate practices for preschool-aged children. Demonstrated knowledge of inclusive preschool education, evidence-based early childhood instructional practices, play-based learning, differentiated instruction, and Universal Design for Learning (UDL). Demonstrated knowledge of the Rhode Island Early Learning and Development Standards (RIELDS) and the ability to design and implement developmentally appropriate instruction aligned to those standards. Knowledge of IDEA, Rhode Island Early Learning and Development Standards (RIELDS), and the Individualized Education Program (IEP) process. Experience utilizing developmental assessments, authentic assessment, and student performance data to inform instructional planning and improve student outcomes. Demonstrated ability to collaborate with and provide day-to-day guidance and support to assigned paraprofessionals in implementing instructional plans, accommodations, behavioral supports, classroom routines, and student support strategies. Strong communication, collaboration, organizational, and interpersonal skills. Commitment to creating equitable, inclusive, and supportive learning environments where children with and without disabilities learn together. Experience collaborating effectively with families, related service providers, and multidisciplinary teams. Compliance with all Rhode Island Department of Education certification requirements. Preferred One (1) or more years of successful teaching experience in an integrated preschool, early childhood, or early childhood special education classroom. Experience teaching children with and without disabilities in an inclusive preschool setting. Experience implementing Individualized Education Programs (IEPs) within an integrated classroom. Experience utilizing authentic assessment, developmental screening, and progress monitoring tools. Experience collaborating with speech-language pathologists, occupational therapists, physical therapists, school psychologists, behavior specialists, and other related service providers. Experience implementing positive behavior supports and social-emotional learning practices. Experience supporting multilingual learners and students from diverse cultural and linguistic backgrounds. MLL endorsement preferred. Strong understanding of early childhood development, inclusive instructional practices, and evidence-based preschool curriculum. Knowledge of developmentally appropriate practices, play-based learning, Universal Design for Learning (UDL), and differentiated instruction. Ability to analyze developmental and student performance data to improve instruction and support child growth. Ability to collaborate effectively with paraprofessionals, related service providers, administrators, families, and community partners. Excellent oral, written, organizational, and interpersonal communication skills. Strong problem-solving, collaboration, and time management skills. Ability to prioritize multiple responsibilities while maintaining compliance with special education timelines and high-quality instructional practices. Openness to feedback, continuous learning, and professional growth. Demonstrated commitment to supporting the success of all children through inclusive practices, high expectations, positive relationships, and family partnerships. Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate and acceptable. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of this position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Regularly required to sit, stand, walk, bend, kneel, squat, reach, lift, talk, hear, and actively engage with young children at floor level and throughout classroom and outdoor learning environments. Frequently required to lift, carry, position, or assist young children, instructional materials, adaptive equipment, classroom furniture, and supplies consistent with district training and student needs. May be required to assist students with feeding, dressing, mobility, and other activities of daily living in accordance with students' Individualized Education Programs (IEPs), district procedures, and training. May be required to safely implement approved behavioral intervention strategies, crisis prevention techniques, or emergency procedures consistent with district training and student support plans. Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate and acceptable. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of this position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Regularly required to sit, stand, walk, bend, kneel, squat, reach, lift, talk, hear, and actively engage with young children at floor level and throughout classroom and outdoor learning environments. Frequently required to lift, carry, position, or assist young children, instructional materials, adaptive equipment, classroom furniture, and supplies consistent with district training and student needs. May be required to assist students with feeding, dressing, mobility, and other activities of daily living in accordance with students' Individualized Education Programs (IEPs), district procedures, and training. May be required to safely implement approved behavioral intervention strategies, crisis prevention techniques, or emergency procedures consistent with district training and student support plans.