North Carolina Jobs
Position Type:
Exceptional Children/Special Education
Date Posted: 8/13/2025
Location: Asheville High School
Date Available: 08/14/2025
Closing Date: until filled
District: Asheville City Schools ASHEVILLE CITY SCHOOLS JOB DESCRIPTION Job: Exceptional Children Job Coach/Instructional Assistant Location: Asheville High School Job Status: Full Time / 10-month Contact: Holly.Sutter@acsgmail.net
Job Description Position Summary: To work closely with one or more students with Individual Education Programs (IEP) under the supervision of a licensed Special Education Teacher and/or Related Service Provide. The Job Coach/ Instructional Assistant will provide assigned student(s) with the physical, educational and/or emotional support they need to complete training and employment requirements to meet post secondary goals needed to graduate with an NC High School Diploma or Certificate for students following the Extended Content Standards. Reports to: AHS Principal; EC Instructional Facilitator/Transition Coordinator Salary: EC Instructional Assistant Salary Term of Employment: 10 month
Qualifications: ? CDL License, as required ? Graduation from high school with preference for specialized training and a two or four year college degree (or 48 hours of college credit); Experience in education or such alternatives to these as may be found appropriate.
General Responsibilities:
? Interacts and communicates with teachers, administrators, and business representatives concerning Occupational Course of Study/Extended Content Course of Study students' evaluations, transportation needs, and work behaviors. ? Contacts local businesses to explain the Occupational Course of Study requirements and influence them to support students with disabilities by providing work experience opportunities needed for graduation. Develop and maintain system relationships with training site managers, supervisors and employees. Secures contracts with job training sites.
? Monitor student behavior during participation in employment and Community Based Training (CBT) activities and assist the teacher in development of plans to support successful training opportunities. ? Works closely with the Vocational Rehabilitation Counselors and Watauga Industries to coordinate services and meet the needs of students with disabilities ? Interacts daily with the Occupational Preparation Teacher(s) and Transition Specialist to evaluate student progress and to problem solve situations. ? Provide direct, hands-on supervised training with students on the job site. ? Prepare notes, and collect data to support the curriculum. ? Develop visual aids, task analysis, etc. for students on the job sites as needed. ? Participates in in-service training for professional growth. ? Carry out all physical care routines for students as indicated on their Health Plans and/or Individual Education Programs (IEPs), including, but not limited to, personal hygiene. ? Works with the student(s) on academic tasks to support the instructional plan of the teacher(s). ? Collect and record student data. ? Provide individual and group instruction based on teacher plans. ? Demonstrate a basic level of computer proficiency needed to assist classroom teacher(s) and students. ? Set up and use assistive technology and augmentative communication devices to assist students with school related activities. ? Provide close supervision in all school and training/work based settings settings. ? Assist in organization and implementation of all school related activities. ? Perform routine duties as required by teacher and/or administrator(s). ? Maintains confidentiality. ? Assists the student(s) to whom assigned in such physical tasks as putting on and taking off of outerwear, moving from room to room, using the bathroom, and so on, if applicable. ? Participate and provide information in IEP meetings for students participating in job shadowing, internships and/or paid employment. ? Other duties and responsibilities as assigned by EC Director, School Administration or designee.
Knowledge and Skills: ? Ability to mediate and deescalate potentially volatile situations. ? Knowledge of work demands and work ethics across a variety of business settings
? Knowledge of a variety of disabilities and their impact on performance in various work environments. ? Working knowledge of the Occupational Course of Study, Extended Content Course of Study, and Future Ready Course of Study curriculum objectives and course requirements. ? Knowledge of state procedures and local policies regarding Individuals and Disabilities Education Act and students with disabilities. ? Working knowledge of state and federal child labor laws and worker permit regulations. ? Organizational skills to independently manage a caseload of students in a variety of school and community based training sites. ? Analytical skills to interpret student assessment results, behavior, and work capabilities. ? Communication skills needed to relate effectively to students, parents, teachers, administrators, and business owners and their employees. ? Establishes a supportive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.
Physical Requirements: Must be physically able to operate vacuum cleaners, carpet shampooers, buffers, brooms, mops, small hand tools, etc. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work.
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 giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using janitorial equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as janitorial equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress.
Date Posted: 8/13/2025
Location: Asheville High School
Date Available: 08/14/2025
Closing Date: until filled
District: Asheville City Schools ASHEVILLE CITY SCHOOLS JOB DESCRIPTION Job: Exceptional Children Job Coach/Instructional Assistant Location: Asheville High School Job Status: Full Time / 10-month Contact: Holly.Sutter@acsgmail.net
Job Description Position Summary: To work closely with one or more students with Individual Education Programs (IEP) under the supervision of a licensed Special Education Teacher and/or Related Service Provide. The Job Coach/ Instructional Assistant will provide assigned student(s) with the physical, educational and/or emotional support they need to complete training and employment requirements to meet post secondary goals needed to graduate with an NC High School Diploma or Certificate for students following the Extended Content Standards. Reports to: AHS Principal; EC Instructional Facilitator/Transition Coordinator Salary: EC Instructional Assistant Salary Term of Employment: 10 month
Qualifications: ? CDL License, as required ? Graduation from high school with preference for specialized training and a two or four year college degree (or 48 hours of college credit); Experience in education or such alternatives to these as may be found appropriate.
General Responsibilities:
? Interacts and communicates with teachers, administrators, and business representatives concerning Occupational Course of Study/Extended Content Course of Study students' evaluations, transportation needs, and work behaviors. ? Contacts local businesses to explain the Occupational Course of Study requirements and influence them to support students with disabilities by providing work experience opportunities needed for graduation. Develop and maintain system relationships with training site managers, supervisors and employees. Secures contracts with job training sites.
? Monitor student behavior during participation in employment and Community Based Training (CBT) activities and assist the teacher in development of plans to support successful training opportunities. ? Works closely with the Vocational Rehabilitation Counselors and Watauga Industries to coordinate services and meet the needs of students with disabilities ? Interacts daily with the Occupational Preparation Teacher(s) and Transition Specialist to evaluate student progress and to problem solve situations. ? Provide direct, hands-on supervised training with students on the job site. ? Prepare notes, and collect data to support the curriculum. ? Develop visual aids, task analysis, etc. for students on the job sites as needed. ? Participates in in-service training for professional growth. ? Carry out all physical care routines for students as indicated on their Health Plans and/or Individual Education Programs (IEPs), including, but not limited to, personal hygiene. ? Works with the student(s) on academic tasks to support the instructional plan of the teacher(s). ? Collect and record student data. ? Provide individual and group instruction based on teacher plans. ? Demonstrate a basic level of computer proficiency needed to assist classroom teacher(s) and students. ? Set up and use assistive technology and augmentative communication devices to assist students with school related activities. ? Provide close supervision in all school and training/work based settings settings. ? Assist in organization and implementation of all school related activities. ? Perform routine duties as required by teacher and/or administrator(s). ? Maintains confidentiality. ? Assists the student(s) to whom assigned in such physical tasks as putting on and taking off of outerwear, moving from room to room, using the bathroom, and so on, if applicable. ? Participate and provide information in IEP meetings for students participating in job shadowing, internships and/or paid employment. ? Other duties and responsibilities as assigned by EC Director, School Administration or designee.
Knowledge and Skills: ? Ability to mediate and deescalate potentially volatile situations. ? Knowledge of work demands and work ethics across a variety of business settings
? Knowledge of a variety of disabilities and their impact on performance in various work environments. ? Working knowledge of the Occupational Course of Study, Extended Content Course of Study, and Future Ready Course of Study curriculum objectives and course requirements. ? Knowledge of state procedures and local policies regarding Individuals and Disabilities Education Act and students with disabilities. ? Working knowledge of state and federal child labor laws and worker permit regulations. ? Organizational skills to independently manage a caseload of students in a variety of school and community based training sites. ? Analytical skills to interpret student assessment results, behavior, and work capabilities. ? Communication skills needed to relate effectively to students, parents, teachers, administrators, and business owners and their employees. ? Establishes a supportive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.
Physical Requirements: Must be physically able to operate vacuum cleaners, carpet shampooers, buffers, brooms, mops, small hand tools, etc. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work.
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 giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using janitorial equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as janitorial equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress.