EC Adapted Curriculum Teacher

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