Cross Categorical Targeted Support Teacher (K-5)

Chatham County Public Schools•Harrison, NC

2d•Onsite

About The Position

Under the general supervision of the School Principal, the Cross Categorical Targeted Support Teacher maximizes the learning experience of students with special needs in academics, interpersonal skills, and activities of daily living. The teacher implements district-approved curriculum, documents teaching and student progress and activities, addresses students’ specific needs, and provides a safe, optimal learning environment. The role applies special education principles, specially designed and differentiated instruction, and evidence-based strategies to academic, behavioral, social-emotional, and mental health needs. The teacher assesses and monitors student needs, develops and implements IEPs and BIPs, provides direct instruction, supports staff, uses data to set and monitor goals, collaborates on school-wide supports, maintains accurate records, partners with families, and keeps current with relevant practices and laws. This is a full-time, ten-month position. Salary is based on state and local salary schedules.

Requirements

Hold state certification in General Curriculum (license code 88091 or 88001) and be designated “highly qualified.”
Knowledge of special education principles, theories, testing, and methods, including methods for maximizing the educational experience of students with special needs.
Knowledge of differentiated instruction based on student learning styles.
Knowledge of data information systems, data analysis, and formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation regarding performance and professional growth.
Ability to establish and maintain cooperative working relationships with others encountered in the course of work.
Ability to operate equipment including computers, copiers, and calculators, and to operate a motor vehicle.
Ability to lift, carry, push, pull, or otherwise move objects, including the human body, exerting up to 10 pounds of force occasionally or a negligible amount of force constantly.
Ability to read correspondence, reports, forms, and strategic plans; prepare written materials in prescribed formats; and speak before groups.
Ability to apply logical or scientific thinking, use mathematical formulas and calculations, coordinate hand and eye movements when using office equipment, and handle office equipment and hand tools.
Ability to adapt to stress and emergency situations and communicate by speaking, hearing, and telephone.

Responsibilities

Apply special education principles, specially designed and differentiated instruction, and evidence-based strategies to academic, behavioral, social-emotional, and mental health needs.
Conduct assessments and diagnostic monitoring to identify students’ academic, behavioral, and social-emotional needs, and implement corresponding teaching strategies.
Develop Individual Education Programs (IEPs) and Behavior Intervention Plans (BIPs) that integrate academic, behavioral, and social-emotional goals.
Deliver direct instruction and support staff in implementing IEPs and BIPs, including de-escalation, self-regulation, and social skills instruction.
Use data systems, analysis, and response-to-instruction practices to inform IEP/BIP goal-setting and progress monitoring.
Collaborate with colleagues and staff to align behavioral, social-emotional, and mental health supports school-wide.
Maintain current knowledge of best practices in behavior support, trauma-informed instruction, and social-emotional learning.
Maintain accurate records and documentation in accordance with special education programming and procedures.
Build communication and partnerships with parents or guardians to ensure consistency between home and school.
Maintain knowledge of applicable federal and state laws regarding special education, student discipline, and behavioral and mental health supports.
Implement district-approved curriculum and provide a safe, optimal learning environment for students with special needs.
Document teaching and student progress, activities, and outcomes.