Adaptive EC Teacher

Job Title: Exceptional Children's Teacher

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.

Reports to the principal.

• Provide direct special education instruction to identified students.
• Employ a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials.
• Plan, coordinate, and continuously improve instruction.
• Analyze situations, determine possible options, and make appropriate decisions based on the data.
• Use a variety of equipment and classroom tools.
• Manage instructional time and student behavior.
• Motivate students.
• Consult with parents, teachers, administrators, and the community to enhance the learning of students.
• Monitor student performance.
• Interact within the educational environment.
• Perform non-instructional duties as assigned.
• Develop and implement an instructional plan which is compatible with the school and systemwide curricular goals and the students' Individual Education Program.
• Is responsible for the development of 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.
• Monitor student behavior; maintain discipline in the classroom; de-escalate inappropriate behaviors; teach students appropriate behavioral strategies.
• 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.
• Communicate with parents regarding their children's educational progress via periodic written progress reports.
• Act as a case coordinator for assigned students; consult with community caregivers, school support professionals, and parents to better understand and meet student needs.

• Performs other related work as required.

Degree in special education, and certification in at least one area of disability as a teacher by the North Carolina Department of Public Instruction.

• Physical Requirements: Must be physically able. Physical demands are for light work.
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics of data, people, or things.
• Leadership: Requires the ability to assess teaching practices and provide information in a way that is strength based. Requires the ability to meet deadlines established by the Principal. Requires the ability to bring groups of individuals to consensus when decisions must be made about instructional practices.
• Communications: Requires the ability to speak to people in a way that demonstrates their strengths. Requires the ability to communicate with a solution-based approach.
• Language Ability: Requires the ability to read data collection and reporting forms. Requires the ability to read and implement best practices from professional journals and educational research.
• Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written and/or oral form; to deal with problems involving several concrete variables in or from standardized situations.
• 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.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. Requires the ability to understand mathematical concepts necessary to teach children problem-solving skills.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.