ECE 282 Preschool Special Education Practicum and ECE 283 Early Intervention Practicum

NHTI – Concord’s Community College
Position Type: Part-time, adjunct
Semester: Fall 2026 Compensation: Practicum courses are compensated on a per student basis (determined by education and experience)

Position Overview:
NHTI is seeking a qualified adjunct faculty member to teach ECE 282C Preschool Special Education Practicum and ECE 283C Early Intervention Practicum. The successful candidate will facilitate bi-weekly seminars, conduct site visits, evaluate student performance, and collaborate with cooperating teachers, families, early intervention providers, and community partners to support high-quality practicum experiences in Early Childhood Special Education and Early Intervention.

Course Details:

• Course Name: ECE 282C Preschool Special Education Practicum and ECE 283C Early Intervention Practicum
• Credits: Each Practicum is 4 credits
• Lecture Hours: 1.5 hours seminar
• Lab/Practicum Hours: Students complete 105 hours/semester
• Schedule: Hybrid courses (Remote Mondays seminar, 6-7:30 pm)
• Location: NHTI Campus, Concord, NH/Remote

Course Descriptions:

ECE 282C Preschool Special Education Practicum

This 105-hour supervised field experience places students in NHTI-approved public school settings serving preschool children with special education needs. Students conduct observations, document child development, create portfolios, write progress notes and narrative summaries, and participate in IEP-related processes. Through collaboration with cooperating teachers and interdisciplinary teams, students develop skills in assessment, intervention planning, and implementation of activity-based supports that promote inclusion, engagement, and child development.

ECE 283C Early Intervention Practicum

This 105-hour supervised field experience prepares students for work in Early Intervention and related community-based settings. Students gain experience supporting infants, toddlers, young children, and their families in natural environments such as homes, child care programs, and public schools. Through participation in IFSP processes, students develop skills in family-centered practice, community resource development, reflective practice, transdisciplinary practices, and routines-based intervention strategies that support children's development and family well-being.

Key Responsibilities:

• Teach the assigned course using provided curriculum and instructional materials aligned with program standards.
• Facilitate class discussions, assignments, and assessments to foster student engagement and learning.
• Provide regular feedback and maintain accurate records of student progress.
• Maintain professional currency in the field and comply with college policies and standards.
• Demonstrates teaching effectiveness through the development, modification, and evaluation of program curricula.
• Demonstrates teaching effectiveness through the development, modification, and evaluation of instructional materials that comply with established course content, integrate theory with applications, clearly define course goals, observe program and institutional accreditations standards, promote critical thinking and life skills, and respond to diverse academic needs.
• Cultivates and maintains effective relationships with practicum sites and mentors.
• Maintains accessibility and availability to assist students with their learning needs and advises individuals or groups of students in academic matters relevant to the academic area of specialization and exercises professional judgment in referring students to appropriate personnel.
• Supervises student learning activities and academic progress and maintains accurate records of student progress and accomplishments. Consults with and interprets these to students.
• Attends departmental meetings to discuss needs and the effectiveness of instruction and curriculum design.
• Observes all academic policies and procedures and institutional rules and regulations and demonstrates ethical and professional behavior.
• Utilizes appropriate instructional and administrative technologies as required for teaching effectiveness and college operations/communication.
• Complies with all college, system, state and federal rules and regulations.

Minimum Qualifications:

• Education: Minimum of a bachelor’s degree from a regionally accredited college or university with major study in early childhood education, child development, or a related discipline. A minimum of twenty-four credits in the discipline of Early Childhood Special Education or Early Intervention preferred.
• Experience: Prior teaching/supervising experience and familiarity with Canvas (or similar LMS) preferred.
• Residency: Must reside in NH, VT, ME, MA, RI, or CT.

Application Process:
Submit a completed employment application with a cover letter, CV/resume, and copies of official or unofficial transcripts. Applications will be reviewed on an ongoing basis until the position is filled. Employment history sections stating “see resume” will not be accepted.

For questions regarding this position, please contact:
Department Chair, Diana Menard
dmenard@ccsnh.edu