QUALIFICATIONS:

1. Minimum, Bachelor’s Degree in Special Education

2. Eligible for NC Certification/Licensure in curricular/subject area

3. Knowledge of curricular/subject areas

4. Good communication and writing skills

5. Ability to maintain a positive learning environment

 

REPORTS TO: Principal/ Exceptional Children’s Director 

 

JOB GOAL:    Under general supervision, 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. The EC teacher is responsible for 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. The teacher is responsible for monitoring student’s progress and for maintaining EC records in compliance with state and federal guidelines.

 

RESPONSIBILITIES:

• Develops and implements an instructional plan which is compatible with the school and systemwide curricular goals and the students’ Individual Education Program. 
• Develops Individual Education Programs (IEP) for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs as needed. 
• Provides direct special education instruction to identified students. 
• 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.
• Maintains student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education statutes. 

• Treats all students in a fair and equitable manner, and interacts effectively with students, co-workers, parents, and the community. 
• Follows a plan for professional development and demonstrates evidence of growth.
• Performs other related work as required. 

 

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 the 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 a 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 a 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 necessitated 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.