POSITION:  Teacher-Exceptional Children (PreK)

 

QUALIFICATIONS:

• Minimum: Bachelor's Degree in Special Education with preschool handicapped license
• Desirable: Bachelor's Degree in Education; current license in Birth to Kindergarten

 

REPORTS TO:   Principal

 

JOB GOAL:  The purpose of this position is to provide an age/developmentally appropriate

educational environment that offers opportunities for social/emotional, intellectual and physical development.

 

RESPONSIBILITIES:

• Uses responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings.

 

• Ensures age-appropriate learning environment by creating learning centers that are well-defined, labeled and are continually enriched to support emerging skills in the students.

 

• Ensures an age-appropriate routine for children by planning fòr children's learning by incorporating the development of the whole child and integrating curriculum goals that are consistent with state and local curriculum goals.

 

• Ensures a safe environment for children by maintaining appropriate staff-to-child ratios, constant supervision of children both indoors and out-of-doors, ensuring harmful substances are secured and out of reach of children, and coordinating release of children to adults as appropriate.

 

• Exhibits positive adult-child interactions by using appropriate voice tone and discipline techniques; uses open-ended questions to encourage/foster critical thinking; assists child in focusing on task/topic and encourages focus on child-initiated activities rather than teacher demonstrations.

 

• Exhibits professional and supportive relationships with other adults and families by maintaining confidentiality in all matters, conduct parent-teacher conferences, classroom activities and parent meetings; provides direction to substitute teachers when necessary; respects and values diversity.

 

• Partner with families and other professionals to develop individualized plans and support the various transitions that occur fòr the young child and their family.

 

• Complete all required IEP documentation as required by NC Policies Governing Services to Students with Disabilities within applicable timelines and compliance standards.

 

• Confer with parents, administrators, related services, and other IEP team members to develop individual educational programs (IEP) designed to promote children's educational, physical, and social development.

 

• Serve as the case manager for an assigned group of students, organizing and maintaining the EC folder, coordinating all IEP meetings and facilitating progress monitoring and reporting on all IEP goals.

 

• Engage in ongoing planning and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of interactions, interventions, and instruction addressing developmental and academic content domains, which are adapted to meet the needs of every child and their family.

 

• Assess, collaboratively analyze, interpret, and communicate children's progress toward measurable outcomes, using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction. Additional Duties as assigned by the Principal.

 

Knowledge, Skills and Abilities:

 

• Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, students, and parents.

 

• Knowledge of North Carolina Policies Governing Services fòr Children with Disabilities and required record keeping

 

• Knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction.

 

• Knowledge of normative sequences of early development, individual differences, and families' social, cultural, and linguistic diversity to support each child's development and learning across contexts.

 

• Understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children's early development and learning, and implications for assessment, curriculum, instruction, and intervention.

 

• Skills in positive communication with parents, students, and staff

 

• Ability to exercise patience with students, staff, and

 

• Effective verbal and written communication

 

• Ability to plan and deliver specially designed instruction using evidence-based practices.

 

• Ability to coordinate/facilitate meetings with staff, parents, and students

 

• Ability to maintain accurate and complete records.

 

MONTHS OF EMPLOYMENT: 10 months

 

SALARY: Based on experience and the NCDPI state salary scale

 

EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board, local and state policy on evaluation of teachers.

 

 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.