JOB TITLE:                                   Pre-Kindergarten/Early Childhood Teacher

START DATE:                               September 1, 2026

LOCATION:                                  Pawling Elementary School

BASIS OF EMPLOYMENT:         Full time, Probationary Tenure Track Position

RATE OF PAY:                             As per the PCT Collective Bargaining Agreement

Diverse and bilingual candidates are encouraged to apply

JOB TITLE:                                   Pre-Kindergarten/Early Childhood Teacher

START DATE:                               September 1, 2026

LOCATION:                                  Pawling Elementary School

BASIS OF EMPLOYMENT:         Full time, Probationary Tenure Track Position

RATE OF PAY:                             As per the PCT Collective Bargaining Agreement

Diverse and bilingual candidates are encouraged to apply

The Pawling Central School District is seeking a knowledgeable, collaborative, and student-
centered Special Education Teacher to join our Elementary School. The successful candidate will provide instruction within an Integrated Co-Teaching (ICT) setting and demonstrate strong expertise in evidence-based literacy practices and pedagogy. A thorough understanding of ICT models is essential. This is a tenure-track position.

•  Co-Planning and Instructional Design: ability to differentiate content, process, andproducts while embedding supports such as scaffolding, modeling, and flexible grouping.
•  Delivering Specialized Instruction: ability to provide explicit, targeted instructionaligned to students’ IEP goals
•  Implementing ICT Models Effectively: knowledge and fluency in co-teaching models(e.g., parallel teaching, station teaching, team teaching, alternative teaching).
•  Progress Monitoring and Data Use: collect and analyze student data to monitorprogress toward IEP goals and grade-level standards, use that data to adjust instructionand interventions in real time.
•  Supporting Diverse Learners: Includes adapting materials, providing accommodations,and fostering independence rather than over-reliance.
•  Classroom Collaboration and Shared Ownership: co-managing behavior, facilitatingdiscussions, and maintaining a cohesive classroom environment.
•  Communication and Compliance: maintain accurate documentation, contribute to IEPdevelopment, communicate with families and related service providers, and ensure legalcompliance with special education regulations.
•  Building an Inclusive Classroom Culture: help to create a classroom environment thatvalues diversity, reduces stigma, and promotes belonging—where all students seethemselves as capable learners.

START DATE:                            September 2026

BASIS OF EMPLOYMENT:     Part time

RATE OF PAY:                           As per the PCT Collective Bargaining Agreement

The Pawling Central School District is seeking a knowledgeable and collaborative CSE Chairperson to work part-time in the Pawling Schools. The successful candidate will demonstrate expertise in special education practices and regulation, literacy instruction, and data-driven decision-making, while fostering strong partnerships with families, staff, and related service providers.

Key Responsibilities

• Chair CSE and CPSE meetings, ensuring compliance with state and federal regulations and maintaining a focus on student needs and outcomes

• Visit CPSE students and collaborate with programs prior to annual review

• Facilitate collaborative, meaningful discussions with parents, educators, and service providers to develop appropriate Individualized Education Programs (IEPs)

• Conduct and/or oversee educational evaluations, synthesizing assessment data into clear, actionable insights

• Interpret evaluation results in a comprehensive and parent-friendly manner, ensuring families understand findings and recommendations

• Provide instructional coaching to teachers in:

  • Evidence-based literacy and reading practices

  • Special education strategies and differentiation

  • Inclusive and accessible instructional design

• Monitor student progress and ensure alignment between evaluations, IEP goals, and instructional practices

• Collaborate with administrators and instructional staff to strengthen tiered supports and intervention systems