The Inclusion & Resource Hybrid Model: Provide targeted, small-group academic and behavioral interventions during morning work cycles within a dedicated resource setting. Simultaneously, push into primary and lower elementary Montessori classrooms to adapt lessons and concrete materials in real-time, facilitating full participation for neurodiverse learners.
IEP Leadership & Case Management: Lead the development, writing, implementation, and rigorous progress monitoring of child-centered Individualized Education Programs (IEPs). Facilitate collaborative IEP meetings that prioritize family engagement, clear communication, and student advocacy.
Multidisciplinary Team Coordination: Act as the primary school liaison for outside clinical specialists, including Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), and Physical Therapists (PTs). Synchronize schedules and translate therapeutic clinical targets into actionable, daily Montessori classroom tasks.
Personnel Supervision & Mentorship: Direct, schedule, and mentor an assigned ESE Paraprofessional. Provide daily instructional guidance, assign targeted classroom coverage, and ensure the paraprofessional is executing behavioral plans and academic accommodations with high fidelity.
Teacher Mentorship & MTSS Support: Coach and guide classroom teachers (Guides) on neurodiversity, differentiating Montessori material presentations, and executing accommodations without compromising pedagogical integrity. Partner with guides to manage Multi-Tiered System of Supports (MTSS) documentation, intervention tracking, and precise student record-keeping.
Compliance & Documentation: Maintain highly organized, accurate, and confidential digital student records, accommodation tracking logs, and progress reports matching school, district, and Medicaid billing specifications.
Professional Development Delivery: Participate in and occasionally deliver internal professional development workshops during staff "Launch Week" regarding inclusive structures, universal design for learning, and behavioral management strategies.
Community & Cultural Liaison: Actively partner with families, providing resources, diagnostic updates, and child-development guidance in a culturally responsive manner to support the school’s dual-language immersion community.
Campus Duties: Participate in rotating school community responsibilities, including morning arrival, dismissal, and recess safety supervision as determined by administration.
Education: Bachelor’s Degree from an accredited college or university in Special Education, Exceptional Student Education, or a closely related educational field (Master's Degree preferred).
Leadership Ability: Demonstrated capacity or verified potential to manage, schedule, and evaluate the daily performance of support personnel (Paraprofessionals).
Required: Holds or is immediately eligible for a valid Florida Professional Educator Certificate in Exceptional Student Education (ESE) K–12.
Required: Current CPR, AED, and First Aid certification (Healthcare Provider level or equivalent).
Preferred: Hold or be willing to obtain an endorsement in Reading Endorsement, Autism Spectrum Disorders (ASD) or English for Speakers of Other Languages (ESOL).
Montessori Credential (High Priority): A MACTE-accredited credential in Primary (3–6) or Elementary I (6–9). Candidates lacking this credential must demonstrate a complete willingness to complete our school-sponsored Montessori training.
Pedagogical Knowledge: Deep understanding of early childhood development, specific learning disabilities, language development delays, ADHD, and emotional/behavioral disorders. Familiarity with combining standard-aligned curriculum data (Florida B.E.S.T.) with developmental milestones.
Clinical Collaboration Skills: Exceptional capability to operate fluidly within a "collaborative ecosystem," communicating effectively with coaches, administration, and speech/motor/mental health clinicians.
Bilingualism (Preferred): Native or professional-grade verbal and written bilingual proficiency in Spanish and English to support family consultations and IEP integration.
Technical Skills: High proficiency with electronic educational platforms, digital IEP writing software, data tracking systems, and digital compliance documentation.
Interpersonal & Behavioral Mastery: Strong skill set in positive behavioral interventions and supports (PBIS), classroom management, conflict resolution, and the ability to train adult learners with professional grace, courtesy, and emotional intelligence.
Environmental Exposure: Occasional exposure to outdoor weather conditions during recess supervision, car lines, or outdoor learning activities on our Bartow campus.
Health & Safety: Regular exposure to childhood illnesses and bodily fluids; strict adherence to universal precautions, personal protective equipment (PPE) guidelines, and rigorous school infection control practices is mandatory.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job in a PreK–2nd grade classroom and resource setting. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Mobility & Posture: * Frequent bending, stooping, kneeling, squatting, crawling, and sitting on the floor to interact with students at their eye level (ages 3–8).
Ability to stand and walk for extended periods (up to 2–3 hours at a time) during classroom work cycles, recess supervision, and campus transitions.
Lifting & Carrying: * Ability to frequently lift and/or move up to 25 pounds independently (classroom materials, assistive devices) and occasionally lift and/or move up to 50 pounds (assisting young children in emergency, behavioral, or physical positioning situations).
Physical Intervention & Stamina: * Physical agility and stamina to quickly safely react to, redirect, or intercept students who may display impulsive behavioral outbursts or attempt to elope (run away).
Ability to learn and implement approved physical crisis intervention strategies (e.g., CPI or crisis management protocols) if required by a student's Behavioral Intervention Plan (BIP).
Fine Motor Skills & Coordination: * High level of manual dexterity to manipulate delicate Montessori materials, assist children with adaptive clothing/fasteners, and operate digital documentation devices for data tracking and IEP logging.
Auditory & Visual Acuity: * Sharp visual acuity and peripheral vision to continuously monitor classroom safety and maintain line-of-sight supervision of multiple young children simultaneously.
Acute hearing to distinguish subtle vocal cues, emergency sounds, or distress signals in a noisy or active classroom environment.
An Equal Opportunity Employer
It is the policy of TMSA, Inc. to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizen status, age, marital status, disability, prior record of arrest or conviction (except as provided by law), sexual orientation, gender (sex), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation as required by civil rights law.