EC Teacher - Viewmont Elementary

HICKORY CITY SCHOOLS JOB DESCRIPTION

JOB TITLE: EXCEPTIONAL CHILDREN TEACHER

FLSA STATUS: EXEMPT

GENERAL STATEMENT OF JOB

Under general supervision, must provide special education services to students with disabilities in accordance with federal, state, and local laws, policies, and procedures. The EC Teacher develops, implements, and monitors Individualized Education Programs (IEPs) designed to meet students'' academic, behavioral, functional, social-emotional, and transition needs. The EC Teacher provides direct and indirect special education services, collaborates with general education staff and families, monitors student progress, and maintains compliance with all special education requirements.

DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Instructional Planning and Delivery

• Provide direct special education instruction in resource, inclusion, co-teaching, community-based, and/or self-contained settings, as assigned.
• Utilize a variety of evidence-based instructional strategies and interventions to meet the diverse learning needs of students with disabilities.
• Adapt curriculum, instructional materials, assessments, and learning environments to ensure student access and participation.
• Plan and implement instruction in academic and non-academic areas, including social skills, functional skills, career development, self-advocacy, post-secondary transition planning, and community-based instruction, as appropriate.
• Support general education teachers through consultation, collaboration, and implementation of accommodations and modifications.

Individualized Education Program (IEP) Development and Compliance

• Serve as case manager for assigned students.
• Develop, coordinate, facilitate, and maintain Individualized Education Programs (IEPs) in compliance with federal and state regulations.
• Utilize assessment data, progress monitoring information, observations, and other relevant data to develop and revise IEPs.
• Ensure implementation of all accommodations, modifications, supplementary aids, services, and goals outlined in students'' IEPs.
• Comply with all timelines, procedural safeguards, and documentation requirements related to special education services.

Student Progress Monitoring and Documentation

• Collect, analyze, and maintain data regarding student performance, progress toward IEP goals, service delivery, accommodations, attendance, behavior, and disciplinary actions.
• Monitor and document student progress and communicate progress to parents and guardians through reports and conferences as required.
• Maintain accurate and confidential student records in accordance with North Carolina Policies Governing Services for Children with Disabilities, FERPA, and district procedures.

Behavioral and Social-Emotional Support

• Establish and maintain a safe, positive, and structured learning environment.
• Monitor student behavior and implement behavior intervention strategies designed to promote positive outcomes.
• Teach and reinforce appropriate social, emotional, behavioral, and self-regulation skills.
• Must become trained in and utilize CPI and/or other approved district behavioral intervention strategies to prevent and de-escalate challenging behaviors.
• Implement physical restraint only when authorized by district policy, training, and student plans, and complete required documentation.

Student Support and Collaboration

• Collaborate with general education teachers, related service providers, school psychologists, counselors, administrators, instructional assistants, and other stakeholders to support student success.
• Communicate effectively with parents, guardians, caregivers, and community agencies regarding student progress and needs.
• Assist students with personal care and self-help skills, including eating, toileting, mobility, and other activities of daily living, when required by student needs.
• Coordinate and direct the activities of instructional assistants assigned to the classroom or program, as applicable.

Professional Responsibilities

• Must be able to conduct and participate in IEP meetings, multidisciplinary team meetings, professional learning activities, and other meetings as assigned.
• Maintain required licensure and professional development activities.
• Demonstrate professional growth and continuous improvement.
• Treat all students, families, staff, and community members with fairness, dignity, and respect.
• Perform other duties and responsibilities as assigned by the supervisor.

MINIMUM TRAINING AND EXPERIENCE

Education

• Bachelor''s degree from an accredited college or university in Special Education or a related field.

Licensure

• Must hold or be eligible to hold a North Carolina Professional Educator''s License in Exceptional Children/Special Education.

Knowledge, Skills, and Abilities

• Knowledge of federal and state special education laws, regulations, and procedures.
• Knowledge of IEP development, implementation, and compliance requirements.
• Knowledge of the North Carolina Standard Course of Study.
• Ability to analyze assessment and progress-monitoring data to guide instructional decisions.
• Ability to develop and implement effective instructional and behavioral interventions.
• Ability to maintain accurate records and documentation.
• Ability to establish and maintain effective working relationships with students, parents, colleagues, and community partners.
• Ability to communicate effectively both orally and in writing.
• Ability to maintain confidentiality and exercise sound professional judgment.
• Ability to work collaboratively as part of a multidisciplinary team.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements

The physical demands described here are representative of those that must be met to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• Ability to operate standard office and instructional equipment, including computers, printers, copiers, and assistive technology devices.
• Ability to stand, walk, bend, reach, lift, carry, push, and pull as required in the educational environment.
• Ability to lift and/or move up to 50 pounds occasionally and a negligible amount of force frequently.
• Ability to assist students with mobility, positioning, personal care, and behavioral interventions as needed.
• Ability to supervise students in multiple settings, including classrooms, community environments, playgrounds, cafeterias, and school activities.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this position.

• Work is performed primarily in a school setting with frequent interaction with students, staff, parents, and community members.
• May be required to respond to behavioral crises and emergency situations.
• Requires flexibility in managing changing priorities, interruptions, and multiple responsibilities.
• Requires the ability to maintain composure and make sound decisions in stressful situations.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.