Rochester Hearing and Speech·Rochester, New York
The educator will assess developmental levels and collaborate with multidisciplinary teams to develop and implement Individualized Family Service Plans. They will provide direct instruction to children aged two to three and coach caregivers on integrating developmental strategies into daily routines.
Pediatric Special Educator – Early Intervention Reports To: Program Supervisor Location: Rochester Hearing & Speech Center and community-based settings (homes, preschools, daycares, teletherapy) Schedule: Full-Time, Part-Time, or Time As Reported (TAR) Status: Exempt / Salaried Pay Range: $48,000-50,000 (Final offer depends on geographic location, job-related knowledge, skills, experience, and employment status; this is a good-faith estimate in compliance with NYS Pay Transparency Law.) Job Summary We are seeking a dedicated and compassionate Pediatric Special Educator specializing in Early Intervention to teach a multidisciplinary classroom program serving children aged two to three years with developmental delays, disabilities, or special needs. The educator will assess developmental levels, collaborate with families and multidisciplinary teams to develop Individualized Family Service Plans (IFSPs), and provide direct instruction and support to children both individually and in small groups to enhance developmental growth. Primary Responsibilities · Conduct developmental screenings and assessments to identify delays or disabilities. · Collaborate with families, pediatricians, therapists, and other professionals to develop Individualized Family Service Plans (IFSPs). · Set measurable goals tailored to each child’s unique developmental needs. · Deliver individualized and small-group instruction targeting cognitive, motor, language, social-emotional, and adaptive skills. · Use evidence-based and play-based learning strategies to promote progress. · Train and coach parents/caregivers to integrate developmental strategies into daily routines. · Provide emotional support, guidance, and resources to families navigating developmental challenges. · Work collaboratively with a multidisciplinary team including speech, occupational, and physical therapists, psychologists, and social workers. · Maintain accurate and timely records of progress, assessments, and communication. · Participate in team meetings, case conferences, and transition planning to preschool or other service settings.
Qualifications & Skills · Master’s degree in Special Education. · Current New York State Teacher Certification: Students with Disabilities (Birth–Grade 2) or Permanent Special Education Certification. · Minimum 1–2 years of experience working with young children with developmental delays or disabilities. · Experience in home-based or community-based early intervention settings highly valued. · Strong understanding of early childhood development and developmental disorders. · Excellent interpersonal, communication, and collaboration skills. · Culturally sensitive and family-centered approach. · Patience, empathy, and creativity in engaging young children. · Ability to work independently and as part of a team. · Skilled in documentation and progress tracking. · Valid driver’s license and reliable transportation required. Work Environment Services may be provided in a variety of settings, including home environments, early intervention centers, preschools, or community-based programs. Travel is required for home visits or community-based services. Physical Requirements Ability to sit, stand, and actively engage in play or therapy as needed. Must be able to lift and carry therapy materials and assist with mobility needs of children. Acknowledgment By signing the electronic link provided during the hiring process, you acknowledge and understand this job description. Equal Opportunity Employer Statement Rochester Hearing & Speech Center is an Equal Opportunity Employer and complies with all applicable federal, state, and local fair employment practices laws. We strictly prohibit discrimination and harassment of any kind. Employment decisions are based on business needs, job requirements, and individual qualifications—without regard to race, color, religion, creed, sex, sexual orientation, gender identity or expression, age, national origin, disability, genetic predisposition or carrier status, military status, marital status, domestic violence victim status, or any other status protected under New York State and federal law.
Market context
In New York, classroom teacher roles are typically shaped by steady school staffing needs and competition for educators who can demonstrate strong instruction and classroom leadership. This role is competitive because it calls for advanced chess knowledge, proven teaching experience, and the ability to manage multiple responsibilities while supporting student success. Review the AI-summarized requirements and benefits on this platform to save research time, then tailor your application to show concrete teaching results and leadership examples.
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