EC Teacher Assistant-Adapted Curriculum Southern

9-12 EC Teacher Assistant-Adapted Curriculum ) - Southern High

Starting Date: Aug 14, 2026

Salary Grade: 58

FLSA Status: Exempt

Reports To: EC Teacher

Work Week

Schedule:

Monday – Friday

Work Hours: 40

Number of Months Per Year: 10

The Exceptional Children (Special Education) Teaching Assistant (ECTA) supports general and special education classrooms, non‑classroom settings (e.g., cafeteria, playground), and community learning sites. The role works with students with disabilities in individualized, small groups, and whole‑class contexts, under the supervision of a licensed professional who provides guidance and oversight.

• Recognize and demonstrate respect for individual differences in culture, religion, gender, and sexual orientation of students with disabilities and their families in verbal and written interactions.
• Maintain professional boundaries and refer questions about student progress to the appropriate licensed professional.
• Conduct activities with integrity and in compliance with applicable local, state, and federal standards, policies, and guidelines.
• Maintain the dignity, privacy, and confidentiality of all students with disabilities, families, and school personnel.
• Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and families.
• Demonstrate flexibility, cooperation, and openness in scheduling activities throughout the day and contribute to a team approach.

• High School Diploma.
• Minimum of 48 hours of college level coursework with a GPA of 2.0 or higher.
• Any equivalent combination of training and experience that provides the required knowledge, skills, and abilities.
• Valid driver’s license issued by the NC Department of Motor Vehicles.
• Ability to operate a computer and related software (Microsoft Word, Excel, PowerPoint, Google Docs, etc.).

• Two (2) to five (5) years serving as a classroom teacher assistant.
• Training in working with students with special needs.
• Bilingual oral and/or written skills (e.g., Spanish).

General

• Establish and maintain rapport with learners.
• Monitor the safety and well‑being of students by performing monitoring duties in learning environments as assigned.
• Prepare and organize materials to support teaching and learning as directed by the instructional team.
• Support students’ independence, self‑advocacy, positive sense of identity, self‑control, and self‑reliance.
• Assist students with disabilities in using self‑assessment, problem‑solving, and other cognitive strategies.
• Understand and articulate common educational and medical terminology used in the school setting.
• Use and maintain adaptive equipment/materials and assistive technology, including augmentative and alternative communication devices.
• Support a safe and equitable learning environment that honors diversity and inclusion; respond to emergency situations (e.g., injured students, fights) to resolve immediate safety concerns and/or direct to appropriate personnel.
• Proctor routine classroom and standardized tests following student accommodations.
• Attend meetings and participate with other team members.
• Participate in staff development workshops (e.g., de‑escalation training) and staff meetings as required.
• Perform other duties as assigned.

Instructional Supports and Strategies

• Demonstrate proficiency in academics, including oral and written communication, literacy, and mathematical skills appropriate to the job assignment.
• Follow written instructional plans, including the student’s Individualized Education Program (IEP), and seek clarification and training as needed.
• Communicate relevant information to the instructional team to assist in evaluating progress and/or implementing the IEP.
• Support the use of effective and culturally responsive instructional strategies in literacy and mathematics.
• Review and reinforce learning activities, essential concepts, and modified content as directed by the instructional team.
• Modify the pace of instruction and provide organizational cues under guidance of the instructional team.
• Provide least intrusive levels of…