Exceptional Children's Teacher (Transitions Program)

Job | Posted 2 months ago
Favorite
Share
Apply

Description

NATURE OF WORK

The TRANSITIONS program has a focus of working with students with severe behavior and/or mental health needs. The program is designed to assist students with complex behavioral, social-emotional, and mental health needs gain the necessary skills to function/perform in the general school environment. Under the general supervision of the school principal or program manager, the teacher will maximize the learning experience and provide services for students with special needs, in academics, interpersonal skills, and activities of daily living; implement district approved curriculum; document student progress/activities, outcomes; address students' specific needs; and provide a safe and optimal learning environment. The Transitions teacher is the first point of contact at the school level regarding ECATS, general EC programming, required reporting, oversight for ensuring IEP meetings are scheduled, compliance with required timelines (e.g.: 90-day evaluation, triennial evaluation, headcounts, Annual Reviews, Behavior Intervention Plan Reviews, etc.). The Transitions teacher must attend all required monthly EC Chairperson meeting (face-to-face or virtually): 

MINIMUM TRAINING AND EXPERIENCE

Required to hold state certification in (license code 88091 or 88085 or 88092) 

 

PERFORMANCE RESPONSIBILITIES 

  1. Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.

  2. Develops Individual Educational Plans (“IEP”) for students

  3. Assists students and teaching staff in implementing students’ IEP’s and behavior management plans

  4. Coordinates with administrators and other teaching staff members to ascertain individual student’s abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.

  5. Acquires professional knowledge and learns of current developments in the educational field by attending seminars, workshops or professional meetings.

  6. Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.

  7. Encourages parental involvement in students’ education and ensures effective communication with students and parents.

  8. Possesses knowledge of Multi-tiered Systems of Support.

  9. Shares the responsibility for school cleanliness and neatness, especially inside the classroom

  10. Possesses knowledge of discrete classroom management, implementing behavioral modifications,  for individual students

  11.  Possesses a depth of knowledge regarding Individualized Education Programs (IEPs), medical treatment plans, systems of care protocols, informed trauma protocols, etc.

  12. Other duties as assigned

 

     

MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES 

 

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree. Must be willing and able to successfully complete and maintain non-violent, crisis intervention (NCI/CPI) training.

Data Conception: Requires the ability to collect and report academic, social-emotional, behavioral, and functional data to managing classroom teacher and/or administrator with accuracy.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes implementing planning and instructions of supervising teachers.

Language Ability: Requires the ability to read and implement a variety of correspondence, reports, forms, lesson plans, etc. It requires the ability to speak before individuals and groups of people and students with poise, voice control, and confidence.

Intelligence: Requires the ability to critically think, discuss, and implement assistance for students. 

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.

Numerical Aptitude: Requires the ability to utilize basic mathematical concepts.

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.

Color Discrimination: It does not require 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 the nature of sounds by ear.) Must be able to communicate via telephone.

 

KNOWLEDGE, SKILLS, AND ABILITIES 

 
  1. Ability to use a computer network system and software application, as needed.

  2. Ability to organize and coordinate work.

  3. Ability to communicate effectively with students, parents, supervising teacher, and  administrator.

  4. Ability to engage in self-evaluation with regard to performance and professional 

  5. growth.

  6.  Ability to establish and maintain cooperative working relationships with other contracting in the course of work.

 

TERMS OF EMPLOYMENT

Full-time for ten (10) months

Salary based on state and local salary schedules

 

DISCLAIMER                                                        

The preceding job description was 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.       


 

Posted By

Chatham County Public Schools

234 Cross School Road, Siler City, NC 27344
 
Insights
Compare with State

Amount per Student

$10,340

State Average: $8,494

% ELL Students

12%

State Average: 7%

Student Teacher Ratio

14.67

State Average: 15.55

% IEP Students

14%

State Average: 13%

FTE

1,113

State Average: 565