K-5 EC Teacher- General Curriculum (2025-2026)

POSITION TITLEExceptional Children TeacherSCHOOL/DEPARTMENTAssigned schoolSALARYTeacher salary schedule plus local supplementFLSA STATUSExemptREPORTS TOPrincipalSUPERVISESTeacher Assistant, StudentsWORK WEEK SCHEDULEMonday - FridayWORK HOURS40NUMBER OF MONTHS PER YEAR10POSITION PURPOSE:The EC Teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The EC Teacher is responsible for creating a flexible program and learning environment that provides specialized instruction for students who are differently abled such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports. 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 EC Teacher is responsible for monitoring each student's progress and for maintaining EC records in compliance with state and federal guidelines. This position description applies to all EC areas with additional requirements added as necessary.MINIMUM QUALIFICATIONS:Bachelor's Degree from an accredited institution in an approved program in special educationKNOWLEDGE, SKILLS, AND ABILITIESConsiderable knowledge of the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilitiesConsiderable knowledge of ABSS curriculum and instructional strategies (general curriculum and adapted curriculum)Considerable knowledge of human behavior, development and skill performanceConsiderable knowledge of individual differences in ability, personality and interestsConsiderable knowledge of student learning and motivation techniquesConsiderable knowledge of the assessment and treatment of behavioral and affective disordersThorough knowledge of ABSS policies and effective instructional practicesAbility to provide positive behavioral support to students in a group and in an individual settingThorough knowledge of federal, state, and local mandates governing the determination of delivery of special education servicesAbility to complete observations, conduct IEP (Individual Education Plan) meetings and create relevant IEPs for each studentComplete the initial eligibility and reevaluation process for each studentAbility to work effectively with administrators, colleagues, central office and school-based staff, students, parents and community members EDUCATION, TRAINING, AND EXPERIENCEBachelor's Degree from an accredited institution in an approved program in special educationExperience working with students with special needsAny equivalent combination of training and experience that provides the required knowledge, skills and abilitiesCERTIFICATION AND LICENSE REQUIREMENTSMust possess valid NC certification in the area of Exceptional Children in one or more specialty areas, or be eligible to receive certificationMust possess a valid driver's license issued by the NC Department of Motor VehiclesPREFERRED QUALIFICATIONS:Master's degree from an accredited institution in an approved program in special educationThree (3) to five (5) years of successful, highly qualified, experience teaching students with special needsSpanish SpeakingESSENTIAL DUTIES AND RESPONSIBILITIESProvide direct and indirect instructional support to students in a positive environmentEmploy special educational strategies and techniques during instruction to improve the development of sensory- and perceptual- motor skills, language, cognition and memoryInstruct students in academic subjects using a variety of techniques such as phonetics, multisensory learning, and repetition to reinforce learning and to meet students' varying needs and interestsTeach socially acceptable behavior, as determined by the students' individualized education plans(IEPs) by employing techniques in an overall positive behavioral support systemModify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologiesPlan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigateEstablish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all studentsMeet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needsConfer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized educational plans (IEPs) designed to promote students' educational, physical, and social/emotional developmentInitiate and monitor the re-evaluation process for continued eligibilityMaintain accurate and complete student records, protect their confidentiality, and prepare reports on children and activities, as required by law, district policies, and administrative regulationsEstablish clear objectives for all lessons, units and projects and communicate those objectives to students effectivelyDevelop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settingsProvide crisis intervention, as needed, for students and those in inclusive classroomsAssist with collection of data for providing appropriate classroom interventionsServe as a member of a multidisciplinary team as appropriateAssist with preparation of data for local, state and federal reportsMaintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities 19. Perform other duties as assigned by the principalTherapeutic Seperate SettingsCollect data for Functional Behavioral Assessments/Analysis and development of Behavioral Intervention PlansCollaborate with therapeutic staff for implementation of treatment interventionsFacilitate transitional planning as student is preparing for discharge and re-entry into traditional school or classroomWork with multi-disciplinary teams such as community agencies and departments within ABSS to facilitate educational and therapeutic plansParticipate and provide supervision during off campus outingsAct as case coordinator for assigned students; consults with community care-givers, school support professionals, and parents to better understand and meet student needsEngage in CPI techniques as a last resort to maintain the safety and security of the student and othersAdapted CurriculumCollect data for Functional Behavioral Assessments/Analysis and development of Behavioral Intervention PlansCollaborate with related service staff for implementation of treatmentFacilitate transitional planning as student moves to a newWork with multi-disciplinary teams such as community agencies and departments within ABSS to facilitate educational and therapeutic plansParticipate and provide supervision during off campus outingsAct as case coordinator for assigned students; consult with community care-givers, school support professionals, and parents to better understand and meet student needs