Ece Engineer Jobs in Washington (NOW HIRING)

The Early Childhood Education Division (ECED), within OTL, works to support the provision of high-quality early education services that prepare children for kindergarten entry and later school success. Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 80 elementary schools across the district, including several schools that offer Head Start Programming.

The Early Childhood Special Education Specialist supports high‑quality, inclusive early learning experiences for children ages 3–5 with disabilities acrossDCPSearly childhood classrooms. This role builds the instructional capacity of school‑based educators and leaders to provide developmentallyappropriate, standards‑aligned instruction and specialized services that meet the diverse needs of young learners.

The Specialist collaborates closely with ECED instructional teams, the Division of Specialized Instruction, and school‑based staff to strengthen inclusive practices, ensure compliance with IDEA and DCPS policies, and support the effective implementation of early childhood special education models, including 10:6 and small‑settings classrooms.

This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre‑employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post‑accident or incident drug and alcohol test.

The Early Childhood Education Division (ECED), within OTL, works to support the provision of high‑quality early education services that prepare children for kindergarten entry and later school success. Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 80 elementary schools across the district, including several schools that offer Head Start Programming.

The Early Childhood Special Education Specialist supports high‑quality, inclusive early learning experiences for children ages 3–5 with disabilities acrossDCPSearly childhood classrooms. This role builds the instructional capacity of school‑based educators and leaders to provide developmentallyappropriate, standards‑aligned instruction and specialized services that meet the diverse needs of young learners.

The Specialist collaborates closely with ECED instructional teams, the Division of Specialized Instruction, and school‑based staff to strengthen inclusive practices, ensure compliance with IDEA andDCPSspecial education policies whilemaintaininga focus on developmentallyappropriate practice.

This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre‑employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post‑accident or incident drug and alcohol test.

The Specialist, ECE Inclusion will report to the Director, Early Childhood Instruction.

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Provide job‑embedded coaching and consultation to general education and specialeducationearlychildhood educators to strengthen inclusive instructional practices aligned to DCPS Early Learning Standards.
• Support implementation of developmentallyappropriate instruction, accommodations, and modifications that address the needs of young children with disabilities.
• Conduct classroom observations, analyze instructional practice, and provide actionable feedback to improve student access, engagement, and progress.
• Support schools in implementing DCPS curriculum and special education requirements in early childhood settings.
• Partner with school teams to strengthen compliance with IDEA andDCPSspecial education policies whilemaintaininga focus on developmentallyappropriate practice.
• Support the launch and ongoing success of 10:6 and small‑settings classrooms through planning guidance, instructional support, and problem‑solving with school teams.
• Design andfacilitateprofessional learning experiences for early childhood educators and specialized instructional staff through in‑person sessions, coaching cycles, virtual learning, and LEAP‑aligned structures.
• Deliver professional development on topics including child development, inclusive practices, data‑informed instruction, classroom environment design, early literacy and numeracy, and social‑emotional learning.
• Collaborate with school leaders, LEAPLeaders, educators, and centralservicescolleaguesto strengthen inclusive early childhood systems.
• Use data and program quality indicators to inform continuous improvement efforts across schools.

• Bachelor’s degree in education, special education, early childhood education, or a related field. Preferred Master’s degree in a related field.
• 4–6 years of professional experience in early childhood education and/or special education.
• Experience coaching, mentoring, or supporting educators in instructional improvement.
• Experience facilitating adult learning and professional development.
• Experience supporting inclusive early childhood classrooms serving students with disabilities.
• Experience working with culturally and linguistically diverse communities and low-income families.
• Strong skills in instructional observation, data analysis, and program evaluation.
  

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from we s successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact dcps.eeo-ada@k12.dc.gov.