Riverside Middle School currently has an opening for an Exceptional Children (General Curriculum) Teacher.  (Start Date:  To be determined.) See the job description below for more information.

GRADE:  State Salary Scale for Teachers

FLSA:  Exempt

REPORTS TO:  Principal

SUPERVISES:  Teacher Assistant(s) (if applicable)

TERMS OF EMPLOYMENT:  10 months

QUALIFICATIONS:

• Bachelor’s degree from an approved education program in subject area.
• North Carolina teaching license in Special Education—General Curriculum (Area 88091).
• Interested individuals without this license but with a Bachelor's degree in a related area should visit the links below for more information regarding the alternative licensure process:
• Residency Model License Pathways (from dpi.nc.gov)
• List of Approved Educator Preparation Programs (from dpi.nc.gov)

KNOWLEDGE, SKILLS, AND ABILITIES:

• Demonstrates knowledge of educational and exceptional children laws, rules, regulations, practices, and trends
• Demonstrates knowledge of education curricula, instructional methodology and techniques, technology, cognitive development or students and integration of these to promote student success.
• Demonstrates knowledge of traits and characteristics of various disabilities.
• Ability to instruct and assess individual students and groups based on the North Carolina Standard Course of Study/Common Core.
• Ability to constantly monitor the safety and wellbeing of students, particularly when student is participating in an inclusive activity.
• Understands the growth and development of assigned students.

NATURE OF WORK:  Under general supervision, provides special education services to students identified as disabled in accordance with State and Federal regulations. Work involves developing and implementing the Individualized Education Program (IEP) in classroom settings that are compatible with the student’s age and developmental level. The Exceptional Children (EC) teacher is responsible for developing lesson plans, adapting materials and designing activities to assist EC students develop appropriate academic, behavioral, and social skills and to meet their IEP goals. The teacher is responsible for monitoring student’s progress and for maintaining EC records in compliance with State and Federal guidelines.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The teacher is required to follow all board policies and procedures and to comply with the instructions and/or directives from his/her supervisor(s).

• Responsible for planning, organizing and presenting instruction in a variety of styles to help students with disabilities learn subject matter and skills that will contribute to their educational and social development as well as aid and enhance progress toward individual goals.
• Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students’ Individual Education Program.
• Is responsible for the development of IEP for students with disabilities; implements the IEP; and uses 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 student needs. Implementation of these methods may require the adaptation or development of materials.
• Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies; restrains students when necessary; records and reports restrains.
• 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 student needs.
• Maintains student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with State and Federal education statutes.
• Treats all students in a fair and equitable manner, interacts effectively with students, coworkers, parents, and community.
• Follows a plan for professional development and demonstrates evidence of growth.
• Performs other related work as required.  

PHYSICAL AND COGNITIVE REQUIREMENTS:  The major physical and cognitive requirements listed below are applicable to the Teacher job classification within Martin County Schools.  Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, and equipment for children with special needs, etc.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to 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 and/or directions from superiors.)

Language Ability:  Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. and the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

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 follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including education 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 level of eye/hand/foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors and shades of color.

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.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the school.