EC Teacher

JOB TITLE:

EXCEPTIONAL CHILDREN'S TEACHER

GENERAL STATEMENT OF JOB

Under general supervision, provides special education services to students identified as having a disability in accordance with state and federal regulations. Work involves developing and implementing the Individualized Education Program (IEP) 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. Reports to principal.

SPECIFIC DUTIES AND RESPONSIBILITIES

Essential Job Functions

* Is responsible for the development of standards'-based Individual Education Programs (IEPs) (i.e., aligned to either the standard course of study or the extended content standards) for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs as needed.

* Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students' IEP.

* Provides direct and individualized instruction to meet needs of identified students.

* Employs a variety of teaching methods to meet student needs and utilizes evidence-based programs or practices. 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; and records and reports restrains. Certification in Mind Set (i.e., county-wide program utilized to de-escalate and manage aggressive behavior) or willingness to become Mind Set-certified is required.

* Assists students with disabilities 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 sent out quarterly.

* 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, interacts effectively with students, co-workers, parents, and the community.

* Follows a plan for professional development and demonstrates evidence of growth.

Additional Job Functions

* Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in special education and holds certification as a teacher in at least one area of disability as required by the North Carolina Department of Public Instruction, or hold a 4-year college degree and be eligible for certification under provisional residency licensure through enrollment in an approved educator preparation program.

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 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 and Temperament:
Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors. Also 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.

* 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 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…