Teacher, EC General Curriculum / (25-26)

Valid or eligible for NC Certification.

To plan, organize and design instruction and instructional environments which provide students with disabilities maximum access to the gereral curriculum.

Supervisory Relationships

• Job title of supervisor to whom incumbent(s) typically report:
  
  

Principal

• Indicate the frequency and specificity of supervision received:
  
  

General supervision

• Job titles of those who report directly to this position:
• Total number of persons supervised directly and indirectly:
  
  

May coordinate the activities of teacher assistants.

Contacts

• Describe the nature of the typical interaction between the employee and others (both internal and external to the organization) required by this position.
  
  

Internally- Daily with school staff and related service providers; as needed with central office staff

Externally- daily, weekly or monthly with parents

• Describe the types of positions and the frequency with whom employee would need to have contact (both internal and external to the organization) required by this position.
  
  

Type of Position Frequency of Contact

Expertise

MINIMUM

DESIRABLE

• Education - Indicate the minimum
  
  

amount needed and desirable

Must meet all minimum State requirements for certification in Special Education; and must meet certification requirements in content areas (if appropriate) as required by the State.

Ability To

Use research based techniques in instruction

Produce effective lesson plans

Use data analysis for instructional decision making

Comply with local, state and federal guidelines

Deliver the curriculum using Inclusive Practices

Effectively interact with principals, co-workers, students, and parents

• Experience/Training
  
  

(Type and Length)

Inclusive Practices

Other Requirements

Describe any special skills or other requirements necessary for this position.

Knowledge of local, state and federal regulations and laws pertaining to exceptional children.

Knowledge and ability to use current technology relevant to specific disabilities.

Ability to produce communication in oral and written formats in a professional manner.

Responsibilities/Duties/Tasks

List in order of importance those essential functions and activities for which this position is accountable directly or through subordinates. Where possible, group related activities together. Start each duty with an action verb. (Examples: directs, assists, prepares, conducts, instructs, develops, analyzes, etc.)

• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
• Demonstrates an appreciation for diversity among students, colleagues, and parents.
• Participates in faculty and professional meetings, educational conferences and teacher training workshops as required by the position.
• Collaborates with other educators to create the complete educational environment possible for students.
• Keeps attendance and grade records as required by school.
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior.
• Establishes clear objectives for all academic and prosocial skills lessons, communicates these goals to students, and designs instruction to support students in the acquisition of these skills.
• Meets and instructs assigned classes in the locations and at the times designated.
• Follows established school procedures for crisis or emergency situations.
• Develops and maintains Individual Education Plans (IEPs) for students: modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assesses the accomplishments of students on a regular basis and provides progress reports as required; meets with parents to discuss student progress and problems.
• Administers and interprets individual educational testing using various testing materials.
• Utilizes data to ascertain progress towards academic and behavioral/emotional goals.
• Employs a variety of research based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved.
• Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests.
• Instructs students in positive behavioral skills which meet school behavioral skills which meet school behavioral expectations in all setting.
• Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings.
• Utilizes functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior.
• Develops 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.
  
  

Utilizes appropriate positive intervention strategies to deescalate student behavioral excesses.