EC Resource Teacher (Middle Grades)

Reports to: Principal

Term of Employment: 10 Months

Salary: State Salary Scale

NATURE OF WORK: Under general supervision of the Building Principal and Special Education Director, the licensed special education teacher provides special education services to students identified as disabled in accordance with state and federal regulations. Work involves developing and implementing the Individual Education Program in classroom settings that are compatible with the student’s age and developmental level; Developing lesson plans, adapting materials and designing activities to assist EC students develop appropriate academic, behavioral, and social skills and to meet their IEP goals; responsible for monitoring student’s progress and for maintaining EC records in compliance with state and federal guidelines.

DUTIES AND RESPONSIBILITIES: Additional duties may be assigned.

• Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students’ Individual Education Program.
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
• Schedules team meetings and works cooperatively with child study team members and others in developing instructional goals and strategies.
• Coordinates the delivery of special education services in each student's IEP. 
• Employs a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials.
• Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies; restrains students when necessary; records and reports restrains.
• Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
• Communicates with parents regarding their children’s educational progress via periodic written progress reports.
• Acts as a case coordinator for assigned students; consults with community care-givers, school support professionals, and parents to better understand and meet student needs. 
• Conducts special education evaluations and reevaluations.
• Provides direction, supervision and evaluation of educational assistants as directed.
• Completes all district and state reporting requirements. 
• Maintains student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with board policies and state and federal education statutes.
•  Other duties as assigned

REQUIRED EDUCATION AND EXPERIENCE:

• Four-year degree from a college or university
• Major, or 24 semester hours, in subject area to be taught 
• Passing score on Praxis II Test in subject area to be taught (Must have already passed Praxis II before being considered for employment in Elementary Education or Exceptional Education) Valid N.C. teaching license/certificate, or be able to obtain such 

PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to walk and use fingers, tools, or controls. The employee is occasionally required to stand and reach with hands and arms. Specific visual abilities required by this job include close vision, color vision, depth perception, and ability to adjust focus. Occasionally the employee will lift up to 50 lbs. (and/or up to adult body size weight with two-to-three person lift), as well as to lift files, paper, school supplies, books, etc. Position can require some degree of physical interaction with students who have difficulty controlling physical behavior.

DATA CONCEPTION: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

COMMUNICATION SKILLS: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions from superiors.

REASONING ABILITY: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

LANGUAGE ABILITY: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, manuals, legislation, graphs, charts, etc. Requires the ability to prepare correspondence, reports, forms, charts, graphs, statistical analysis, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction and style. Requires the ability to speak to people with poise, voice control and confidence. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently through a variety of technical and professional languages including psychometric, statistical and educational research terminology.

WORK ENVIRONMENT: The work environment characteristics are representative of those an employee may encounter, and include a noise level that is usually moderate to loud. The employee continuously interacts with the public and staff. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This specification has been designated to represent the general nature and level of work found in positions in this class. As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA. 

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

• Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
• Ability to motivate students.
• Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.
• Ability to maintain order and discipline in a classroom. Ability to operate common office machines.
• Ability to maintain basic files and records.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitates by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.