Charlotte-Mecklenburg Schools
EC Adapted Curriculum Teacher/ (25-26)
Charlotte-Mecklenburg Schools, Charlotte, North Carolina, United States, 28245
***Begin Formatted Description***
Join to apply for the
EC Adapted Curriculum Teacher/(25-26)
role at
Charlotte-Mecklenburg Schools
General Definition of Work 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. The position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary/Status Certified Schedule/Full-time, 10 months
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 place(s) as it may reasonably require from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Collaborate with administration and other educators to create the most complete educational environment possible for EC students
Follow established school procedures for crisis or emergency situations
Administer and interpret individual educational testing
Utilize data to ascertain progress towards academic and behavioral/emotional goals
Establish clear objectives for all academic and pro‑social skills lessons, communicate these goals to students, and design instruction to support students
Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
Use appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students
Observe and assess students' performance, behavior, social development, and physical health on a regular basis
Develop, administer, and grade tests and assignments to assess student progress
Collect data to document individual student progress on IEP goals
Structure a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests
Instruct students in positive behavioral skills which meet school behavioral expectations in all settings
Design and implement environmental modifications and management procedures which proactively address student behavioral expectations across all settings
Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
Develop behavioral intervention plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and /or manifestations. Design instructional strategies for appropriate replacement behavior
Utilize appropriate positive behavior intervention strategies to de‑escalate student behavioral excesses
Utilize principles of applied behavioral analysis to include data collection, prompt hierarchy, preference assessment and systematic instruction
Meet with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Respond to parent inquiries
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
Provide care and/or instruction in self‑help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
Participate in professional development workshops, PLCs, and other meetings as required
Create an inclusive environment with positive communication
Perform related duties as assigned
Knowledge, Skills, Abilities
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
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
Ability to learn and use specialized tools, equipment or software related to business needs
Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
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 judgement
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
Special Requirements
Possess and maintain a valid driver's license or ability to provide own transportation
Travel to school district buildings and professional meetings
Seniority level Entry level
Employment type Full‑time
Job function Education and Training
Industries Primary and Secondary Education, Education Administration Programs, and Government Administration
***End Formatted Description*** #J-18808-Ljbffr
EC Adapted Curriculum Teacher/(25-26)
role at
Charlotte-Mecklenburg Schools
General Definition of Work 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. The position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary/Status Certified Schedule/Full-time, 10 months
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 place(s) as it may reasonably require from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Collaborate with administration and other educators to create the most complete educational environment possible for EC students
Follow established school procedures for crisis or emergency situations
Administer and interpret individual educational testing
Utilize data to ascertain progress towards academic and behavioral/emotional goals
Establish clear objectives for all academic and pro‑social skills lessons, communicate these goals to students, and design instruction to support students
Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
Use appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students
Observe and assess students' performance, behavior, social development, and physical health on a regular basis
Develop, administer, and grade tests and assignments to assess student progress
Collect data to document individual student progress on IEP goals
Structure a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests
Instruct students in positive behavioral skills which meet school behavioral expectations in all settings
Design and implement environmental modifications and management procedures which proactively address student behavioral expectations across all settings
Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
Develop behavioral intervention plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and /or manifestations. Design instructional strategies for appropriate replacement behavior
Utilize appropriate positive behavior intervention strategies to de‑escalate student behavioral excesses
Utilize principles of applied behavioral analysis to include data collection, prompt hierarchy, preference assessment and systematic instruction
Meet with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Respond to parent inquiries
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
Provide care and/or instruction in self‑help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
Participate in professional development workshops, PLCs, and other meetings as required
Create an inclusive environment with positive communication
Perform related duties as assigned
Knowledge, Skills, Abilities
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
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
Ability to learn and use specialized tools, equipment or software related to business needs
Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
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 judgement
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
Special Requirements
Possess and maintain a valid driver's license or ability to provide own transportation
Travel to school district buildings and professional meetings
Seniority level Entry level
Employment type Full‑time
Job function Education and Training
Industries Primary and Secondary Education, Education Administration Programs, and Government Administration
***End Formatted Description*** #J-18808-Ljbffr