Special Education / Exceptional Children's Teacher - Elementary

Posted 3 years ago
Position Areas


THUNDERBIRD PREPARATORY ACADEMYThunderbird Preparatory Academy is a tuition-free public charter school located in Cornelius, NC. In 2016/2017, we will be serving grades K-6. Our focus is to provide whole student development utilizing the following education practices: Strengths and leadership based development and the Core Knowledge curriculum. We are currently seeking a Fulltime Special Educator to join our AWESOME!!! team. 


We are looking for an exceptional Special Education Teacher (EC) who see education as a symbiosis where the most diverse teachers and learners are the most likely to survive and thrive. They naturally create plans and systems that adapt easily to new opportunities and that foster connection between old and new ways of thinking, other disciplines, and competing ideas. They see their classroom as a collection of individual hopes and dreams, all connected to a higher purpose. They inspire students to dedicate themselves not just to their own success but to the success of their peers and therefore to that of the learning community–the school–at large. They set a general direction and then commit themselves to obtaining the resources that their students need to learn. They push power downward, allowing students to make their own decisions as often as possible and intervening only in emergencies. They treat every student as if he or she were the most important person in the room. Excellence is fostered every day, from the first day of class to the final exam. As a result, students at all skill levels take charge of their own destinies. They inspire students to see a better future and to see how they’ll be a part of it.  As a result, students work harder because they believe in their classroom’s goals, truly enjoy what they’re doing, and (of course) know they’ll share in the rewards of success. They see change as an inevitable part of life. While they don’t value change for its own sake, they know that success is only possible if teachers, students, and schools embrace new ideas and new ways of teaching and learning. They see technology as a way to free human beings to be creative and to build productive relationships. They adapt their teaching to the technological tools that people actually want to use. They see learning as something that should be inherently enjoyable–and believe therefore that the most important job of a teacher is, as far as possible, to provide their students with learning situations that can and will make them truly happy.

  • Core Beliefs
    • Education is an ecosystem, not a battlefield.
    • A classroom is a community, not a machine.
    • Teaching is service, not control.
    • My students are fellow learners; they are not my children.
    • Motivation comes from vision, not from fear.
    • Change equals growth, not pain.
    • Technology offers empowerment, not automation.
    • Learning should be fun, not mere toil.

SPECIAL EDUCATION TEACHER Teacher will provide support to teachers in the following subject areas: 

  • Math
  • History
  • Science
  • English Language Arts (ELA)
    • Reading & Writing
  • Behavior modification


  • 10 Month Position
  • Full-time


  • Based on Years of Experience

GENERAL RESPONSIBILITIESUnder the direction of the school Principal/EC Coordinator, the special education teacher provides special education services to students identified as disabled in accordance with state and federal regulations. ?Plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. Work involves developing and implementing the Individual Education Program in classroom settings that are compatible with the student’s age and developmental level. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aids, accommodations, and other needed supports.The EC teacher is responsible for developing lesson plans, adapting materials and designing activities to assist EC students to 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.


  • Mentor and engage another teacher in instructional practice and professional development.
  • Include a teacher in daily classroom activities to help students meet academic standards.
  • Provide direct and indirect instructional support to students in a positive environment.
  • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  • Instruct students in academic subjects using a variety of techniques such as phonetics, multisensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. Use assessment data to refine curriculum and inform instructional practices.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
  • Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
  • Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
  • Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
  • Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
  • Provide crisis intervention, as needed, for students and those in inclusive classrooms.
  • Assist in collection of data for providing appropriate classroom interventions.
  • Serve as a member of a multidisciplinary team as appropriate.
  • Assist in preparation of data for local, state, and federal reports.
  • Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
  • Perform related work as required.

KNOWLEDGE, SKILLS, AND ABILITIES The successful candidate will demonstrate knowledge of:

  • The necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; Thunderbird Preparatory Academy's curriculum and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and Thunderbird Preparatory Academy's  policies and effective instructional practices.
  • The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.


  • Requires a Bachelors Degree in an approved program for special education – general curriculum or have completed a major in special education – general curriculum, or have completed 27 semester hours in the education of students with disabilities in the assigned area required.
  • Must be eligible or possess a valid up to date Professional License from North Carolina.


  • Must have the use of sensory skills in order to effectively communicate and interact with students, other faculty, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls.
  • The position also entails significant walking, bending, standing, stooping, and possible physical interventions in order to maintain a safe learning environment.
  • The assignment may require the ability to physically move students or equipment weighing up to 50 lbs, position students in specialized equipment, and/or change diapers as needed. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.


  • Reports to the Managing Director and EC Coordinator


  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects.
  • Evidence of self-motivation and willingness to be a team player.
  • Valid state teacher certificate required with specific endorsement in the assigned area or equivalent.  Highly Qualified status strongly encouraged.
  • A bachelor’s degree from an accredited four-year university or college. Masters degree preferred (mild to moderate disabilities)
  • Some experience working with choice schools (Charter, Private or Magnet) preferred.
  • Excellent interpersonal skills with families and community members.
  • Ability to quickly assess the situation and make recommendation for maximum positive impact
  • Uses research and research practices to leverage the academic and behavioral opportunities of student learning
  • A team player. 

SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSDevelops 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 Individual Education Programs (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. Communicates with parents regarding their children’s educational progress via periodic written progress reports.Acts as a case manager for assigned students; consults with community caregivers, school support professionals, and parents to better understand and meet student needs. 

Posted By

Thunderbird Preparatory Academy

17609 Old Statesville Rd , Cornelius, NC 28031

At the following locations

Thunderbird Preparatory Academy - Building Tomorrow’s Leaders Today 17609 Old Statesville Road

PO Box 2683 , Cornelius, NC 28031