EC Adapted Curriculum Teacher (25-26)

General Definition of Work

The exceptional children teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion implementing effective teaching strategies aligned to the appropriate curriculum and accordance with the Individual Education Program (IEP) of each assigned student.  Position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Employee performs school-based work to carry out Board of Education policies under the direction of the 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 administration and other educators to create the most complete educational environment possible for EC students
• Follow established school procedures for crisis or emergency situations
• Administer and interpret individual educational testing
• Utilize data to ascertain progress towards academic and behavioral/emotional goals
• Establish clear objectives for all academic and pro-social skills lessons, communicate these goals to students, and design instruction to support students
• Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
• Use appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students
• Observe and assess students’ performance, behavior, social development, and physical health on a regular basis
• Develop, administer, and grade tests and assignments to assess student progress
• Collect data to document individual student progress on IEP goals
• Structure a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests
• Instruct students in positive behavioral skills which meet school behavioral expectations in all settings
• Design and implement environmental modifications and management procedures which proactively address student behavioral expectations across all settings
• Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
• Develop behavioral intervention plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and /or manifestations. Design instructional strategies for appropriate replacement behavior
• Utilize appropriate positive behavior intervention strategies to de-escalate student behavioral excesses
• Utilize principles of applied behavioral analysis to include data collection, prompt hierarchy, preference assessment and systematic instruction
• Meet with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Respond to parent inquiries
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
• Provide care and/or instruction in self-help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
• Participate in professional development workshops, PLCs, and other meetings as required
• 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 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
• Master’s degree in education preferred
• Valid, or renewing, NC Teaching license in assigned area required
• Equivalent combination of experience and education

 Special Requirements

• Possess and maintain a valid driver’s license or ability to provide own transportation
• Travel to school district buildings and professional meetings