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General Statement of Job
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Performs difficult professional work providing a broad range of teaching services or specific learning program, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student's ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal.
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Essential Job Functions
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- Develops and implements an instructional plan which is compatible with the school, district-wide curricular goals and the students’ Individual Education Program (“IEP”)
- Responsible for the development of Individual Education Programs (IEPs) for students with disabilities.
- Responsible for the implementation of IEPs
- Responsible for using diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
- Provides direct special education instruction to identified students
- Employs a variety of teaching methods to meet students’ needs
- Implementation of the various teaching methods that may require the adaptation or development of materials.
- Monitors student behavior and deescalates inappropriate behaviors
- Maintains disciple in the classroom
- Teaches the students appropriate behavioral strategies.
- Restrains students when necessary.
- Record and report restrains to Administration.
- Assists disabled students 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.
- Communicates with parents regarding their children’s educational progress via periodic written progress reports.
- Acts as a case coordinator for assigned students
- Consults with community care-givers, school support professionals, and parents to better understand and meet students’ needs.
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Knowledge, Skills and Abilities
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STANDARD I: Teachers Demonstrate Leadership
The Teacher:
- Leads in the classroom by taking responsibility for all students’ learning.
- Demonstrates leadership in the school by working collaboratively with all school personnel
- to create a professional learning community.
- Leads the teaching profession by striving to improve the profession.
- Advocates for schools and students by promoting positive change in policies and practices
- affecting student learning.
- Demonstrates high ethical standards by upholding the Code of Ethics and Standards for
- Professional Conduct
STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of Students
The Teacher:
- Provides an environment in which each child has a positive, nurturing relationship with
- caring adults by encouraging a climate that is inviting, respectful, supportive, inclusive, and
- flexible.
- Embraces diversity in the school community and in the world by demonstrating knowledge
- of diverse cultures.
- Treats students as individuals by maintaining high expectations for all students; and by
- appreciating differences and valuing contributions.
- Adapts teaching for the benefit of students with special needs by collaborating with
- specialists.
- Works collaboratively with the families and significant adults in the lives of their students by
- improving communication and collaboration between the school and the home and
- Community.
STANDARD III: Teachers Know the Content They Teach
The Teacher:
- Aligns instruction with the North Carolina Standard Course of Study.
- Knows the content appropriate to teaching specialty by bringing a richness and depth of
- understanding to the classroom.
- Recognizes the interconnectedness of content areas/discipline by knowing the links and
- vertical alignment of grade or subject taught.
- Makes instruction relevant to students by incorporating 21st century life skills into teaching
- deliberately, strategically, and broadly.
STANDARD IV: Teachers Facilitate Learning for Their Students
The Teacher:
- Knows the ways in which learning takes place and the appropriate levels of intellectual,
- physical, social, and emotional development of students by knowing how students think and learn.
- Plans instruction appropriate for students by collaborating with colleagues and using a
- variety of data sources for planning.
- Uses a variety of instructional methods by choosing methods and techniques that are most
- effective in meeting the needs of students.
- Integrates and utilizes technology in instruction by knowing when and how to use
- technology to maximize student learning.
- Helps students develop critical thinking and problem-solving skills by encouraging students
to ask questions, think creatively, and draw conclusions.
- Helps students work in teams and develop leadership qualities by teaching the importance
- of cooperation and collaboration.
- Communicates effectively in ways that are clearly understood by students.
- Uses a variety of methods to assess what each student has learned by using multiple
- indicators to evaluate student progress.
STANDARD V: Teachers Reflect on Their Practice
The Teacher:
- Analyzes student learning by thinking systematically and critically about student learning.
- Links professional growth to professional goals by participating in continued, high quality
- professional development that reflects a global view of educational practices.
- Functions effectively in a complex, dynamic environment by understanding that change is
- constant.
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Minimum Training and Experience
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- NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching license.
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Minimum Qualifications or Standards Required to Perform Essential Job Functions
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- Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment.
- Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
- Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.
- Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
- Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
- Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
- Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
- Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
- Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
- Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
- Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
- Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
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Disclaimer
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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.
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