Academic Curriculum Specialist

About the Employer

Exceptional Children Teacher (EC Specific Academic Curriculum) Job Description

Job Summary

The Exceptional Children Teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion implementing effective teaching strategies aligned to the appropriate curriculum and accordance with the individual education program (IEP) of each assigned student. Position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals.

Responsibilities

General Responsibilities

Employee performs school-based work to carry out Board of Education policies under the direction of the Principal.

Teaching Responsibilities

Develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Adheres to all state, federal, and local laws, policies, and procedures. Collaborates with administration and other educators to create the most complete educational environment possible for EC students. Follows established school procedures for crisis or emergency situations. Administers and interprets individual educational testing. Utilizes data to ascertain progress towards academic and behavioral/emotional goals. Establishes clear objectives for all academic and pro-social skills lessons, communicates these goals to students, and designs instruction to support students. Modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs. Uses appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students. Observes and assesses students' performance, behavior, social development, and physical health on a regular basis. Develops, administers, and grades tests and assignments to assess student progress. Collects data to document individual student progress on IEP goals. Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests. Instructs students in positive behavioral skills which meet school behavioral expectations in all settings. Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings. Utilizes Functional Behavioral Assessment (FBA) and Analysis to identify the function of inappropriate student behavior. Develops Behavioral Intervention Plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and/or manifestations. Designs instructional strategies for appropriate replacement behavior. Utilizes Positive Behavior Intervention Strategies to de-escalate student behavioral excesses. Utilizes principles of Applied Behavioral Analysis to include data collection, prompt hierarchy, preference assessment, and systematic instruction. Meets with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Responds to parent inquiries. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. Provides care and/or instruction in self-help skills, i.e., toileting, dressing, feeding, positioning, etc., as needed. Participates in professional development workshops, PLCs, and other meetings as required. Creates an inclusive environment with positive communication.

Reporting Requirements

Reports to: Principal

Place of Work

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools reserves the right to require you to work at such other places as it may reasonably require from time to time.

Salary/Status

Certified Schedule/Full-time, 10 months

Knowledge, Skills, Abilities

Comprehensive Knowledge of Curriculum and Instruction

Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area.
Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students.
Demonstrated knowledge and understanding of various learning styles, curriculum development, and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning.

Technical Skills

Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices.
Knowledge of classroom management and differentiation techniques.
Knowledge of the Individual Education Program (process, strategies, classroom management, learning assessment and diagnosis, and research related to learning).
Ability to use research-based techniques in instruction and behavior management.

Personal Qualities

Ability to communicate effectively.
Ability to reason, make judgments, and maintain effective working relationships.
Ability to employ positive communication skills in all settings/mediums.
Ability to problem-solve utilizing sound judgment.
Ability to maintain confidentiality regarding school system business.
Ability to take initiative, work independently, and exercise sound judgment.
Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment.

Education and Experience

Bachelor's degree required.
Master's degree in education preferred.
Valid, or renewing, NC teaching license in assigned area required.
Equivalent combination of experience and education.