Danbury Public Schools is a diverse community located in the western part of Connecticut and serves more than 12,500 students across the City of Danbury. We are committed to cultivating equity and excellence for all students, closing opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences designed to nurture thoughtful and prepared graduates. We have set ambitious and rigorous goals to ensure students graduate prepared to transform the world. Our district includes 13 unique elementary schools—including an interdistrict magnet school for International Studies—three middle schools, including an intradistrict magnet school focused on STEM and World Studies, and the Danbury Career Academies, which provide innovative educational pathways supported by faculty with both academic and real-world experience. DPS recruits and commits to educators with passion who are aligned with our vision to aspire to advance all learners to their highest potential.

POSITION SUMMARY: Danbury Public Schools is seeking a Preschool Special Education Teacher to provide individualized instruction and support for preschool-aged students with diverse learning needs in accordance with their Individualized Education Programs (IEPs). This position is in a self-contained classroom setting and focuses on early intervention, foundational academic and functional skill development, social-emotional learning, and communication. The ideal candidate is nurturing, collaborative, flexible, and dedicated to providing a safe and inclusive environment for our youngest learners.

PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS: Provide Individualized Instruction: Deliver specialized instruction aligned with IEP goals using Connecticut Early Learning and Development Standards (CT ELDS) in a developmentally appropriate preschool setting. Design and Implement Effective Lessons: Plan play-based and structured lessons that promote early learning, social engagement, communication, and motor skill development. Monitor Student Progress: Conduct ongoing assessments and use data to tailor instruction and track student growth in developmental domains. Support Diverse Learning Needs: Implement accommodations, modifications, and behavioral strategies to meet the unique needs of preschool students with disabilities. Create a Nurturing Environment: Foster a safe, supportive, and engaging classroom climate that promotes exploration, independence, and emotional regulation. Develop and Maintain IEPs: Collaborate with team members to write high-quality, developmentally appropriate IEPs based on assessment data and student needs. Collaborate with Service Providers: Work closely with speech-language pathologists, occupational and physical therapists, school psychologists, and paraprofessionals. Behavioral Supports: Develop and implement proactive behavior strategies and individualized supports, including Behavior Intervention Plans when appropriate. Maintain Compliance: Ensure all documentation, including IEPs, progress reports, and assessments, is accurate and in compliance with state and federal guidelines. Family Collaboration: Partner with families to support student growth, share progress, and engage them in the educational process. Lead and Participate in Meetings: Facilitate and contribute to PPTs (Planning and Placement Team meetings) and eligibility discussions. Support Staff: Provide guidance to paraprofessionals and collaborate with early childhood team members to implement best practices in instruction and behavior support. Professionalism: Maintain confidentiality, adhere to district and state policies, and demonstrate professional conduct at all times. Attendance and Duties: Maintain regular attendance, fulfill assigned responsibilities, and perform other duties as assigned by administration.

JOB REQUIREMENTS – MINIMUM QUALIFICATIONS Skills, Knowledge, and Abilities: Understanding of child development, particularly ages 3–5. Proficiency in early childhood assessments and data interpretation. Ability to implement evidence-based early intervention strategies. Strong collaboration and communication skills. Familiarity with IDEA regulations related to early childhood special education. Experience with positive behavior support in early childhood settings. Ability to maintain organized records and support program compliance. Commitment to inclusive practices and cultural competence. Preferred Education and Experience: Experience teaching preschool-aged children with disabilities. Background in speech/language development or early intervention preferred. Bilingual or multilingual candidates encouraged to apply. Experience with diverse student populations is a plus. Education/Certification Requirements: Bachelor’s degree from an accredited institution. Must hold or be eligible for Connecticut certification in Comprehensive Special Education (065, 165) or Early Childhood Special Education (112) . SALARY: Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education, which can be found on our website.