What are the responsibilities and job description for the EC Adapted Curriculum Teacher position at Charlotte-Mecklenburg Schools?

Instructional

Job Number 4600305111

Start Date

Open Date 11 / 01 / 2024

Closing Date 01 / 31 / 2025

General Definition of Work

The exceptional children (EC) adapted curriculum teacher, under moderate supervision, provides leadership in an educational environment that encourages and nurtures learning for all students. The teacher supervises, monitors, and evaluates students with moderate to severe cognitive disabilities. Develops lesson plans to ensure all students have maximum access to the adapted curriculum in conjunction with the use of a functional curriculum. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal.

Qualifications

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and / or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Salary / Status

Certified Schedule / Full-time, 10 months

Reports To

Principal

Place of Work

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

Adhere to all state, federal, and local laws, policies, and procedures
Collaborate with other educators to create a complete educational environment for assigned students
Structure a proactive classroom setting suitable to manage the emotional / behavioral deficits of the students and appropriate for their maturity and interests
Employ a variety of research-based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved
Instruct students in positive behavioral skills which meet school behavioral expectations
Establish clear objectives for all academic and pro-social skills lessons, communicate these goals to students, and design instruction to support students in the acquisition of these skills
Regularly assess student learning and ensure specific, timely feedback to students regarding performance
Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans
Administer and interpret individual educational testing using various testing materials
Design and implement environmental modifications and management procedures which proactively address student behavioral expectations
Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
Develop behavioral intervention plans (BIPs) and IEP goals and objectives based upon the function of the inappropriate behavior, and / or manifestations designing instructional strategies for appropriate replacement behavior
Utilize appropriate positive behavior intervention strategies to deescalate student behavioral excesses
Provide care and / or instruction in self-help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
Follow established school procedures for crisis or emergency situations
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
Participate in professional development workshops and other required training
Create an inclusive environment with positive communication
Performs related duties as assigned

Knowledge, Skills, Abilities

Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area

Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students

Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning

Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices

Knowledge of classroom management and differentiation techniques

Knowledge of the Individual Education Program (process, strategies, classroom management, learning assessment and diagnosis, and research related to learning)

Ability to use research-based techniques in instruction and behavior management

Ability to provide instruction that reflects multiple perspectives and multicultural education

Ability to learn and use specialized tools, equipment or software related to business needs

Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations

Ability to communicate effectively

Ability to reason, make judgments, and maintain effective working relationships

Ability to employ positive communication skills in all settings / mediums

Ability to problem-solve utilizing sound judgment

Ability to maintain confidentiality regarding school system business

Ability to take initiative, work independently, and exercise sound judgement

Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment

Education and Experience

Bachelor's degree required

Valid North Carolina Teaching License in content specific area, or ability to obtain, required

Degree in Special Education preferred

Equivalent combination of education and experience

Special Requirements

Possess and maintain a valid driver's license or ability to provide own transportation

Travel to school district buildings and professional meetings

of Jobs 1.00

Teacher Scale Y

Minimum Educational Requirements Bachelors

Term 10 Month

Additional Job Information

Physical Requirements / Working Conditions

Work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights up to 30 pounds, including wheelchairs

The work will regularly require sufficient physical strength and ability to exert physical efforts as needed for crisis intervention or handling objects over 30 pounds

Exposure to bodily fluids when providing basic care to children with disabilities

Work is performed in classroom setting and requires the ability to sit and stand for extended periods of time

Work regularly requires exchange of accurate and detailed information through oral and written communication

Constantly operates a computer and other office business equipment

Ability to remain in stationary position for required meetings / work

Ability to move to other work locations

Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities

Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications

Work requires preparing and analyzing written or computer data, operating standard office equipment, use of advanced technology

Work occasionally requires exposure to outdoor weather conditions

Work is generally in a moderately noisy location (e.g., business office, light traffic)

Requires the ability to deal with people beyond giving and receiving instructions

Must be adaptable to performing under mild to high levels of stress

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