Exceptional Children-OCS Teacher

Alpha Academy•Fayetteville, NC

1d•Onsite

About The Position

The purpose of this position is to plan, organize, and present instruction and instructional environments that help students learn subject matter and skills contributing to their educational and social development. Alpha Academy is seeking an Exceptional Children’s Teacher to teach in Fayetteville, NC.

Requirements

Must have Bachelor’s or foreign equivalent degree.
Must hold or be eligible to hold a NC teaching license in Special Education, Exceptional Children's license with General Curriculum.
Degree in education or B.A / B.S degree in teaching (from accredited institutions) or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
Ability to establish and maintain cooperative and effective working relationships with others.
Ability to communicate effectively orally and in writing.
Knowledge and implementation of relevant technology.
Meet professional teacher education requirements of school, district and state.
Ability to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc.
Ability to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.
Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.
Ability to speak and/or signal people to convey or exchange information.
Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc.
Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
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.
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 medical, legal and counseling terminology.
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.
Ability to inspect items for proper length, width and shape.
Ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Ability to handle a variety of items such as office equipment and hand tools.
Must have minimal levels of eye/hand/foot coordination.
Ability to differentiate between colors and shades of color.
Ability to deal with people beyond giving and receiving instructions.
Must be adaptable to performing under stress and when confronted with emergency situations.
Ability to talk and hear.
Must be able to communicate via telephone.
Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment.
Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom.
Ability to operate common office machines.
Ability to maintain basic files and records.
Ability to understand and follow oral and written instructions.

Nice To Haves

Preferred training in OCS and self-contained programs.

Responsibilities

Have materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity.
Get the class started quickly and students on task quickly at the beginning of each lesson.
Maintain a high level of student time-on-task.
Establish a set of rules and procedures that govern the handling of routine administrative matters.
Establish a set of rules and procedures that govern student verbal participation and talk during different types of activities (whole-class instruction, small group instruction, etc.).
Establish a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities.
Frequently monitor the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities.
Stop inappropriate behavior promptly and consistently, yet maintain the dignity of the student.
Develop and implement an instructional plan compatible with school and system-wide curricular goals and students’ Individual Education Program (IEP).
Be responsible for the development of Individual Education Programs (IEP) for students with disabilities; implement the IEP; and use diagnostic information obtained from tests, other assessment procedures and progress monitoring tools to update IEPs as needed.
Provide direct special education instruction to identified students.
Employ a variety of teaching methods to meet student needs, which may require adaptation or development of materials.
Create Classroom Management Plans.
Monitor student behavior; monitor behavior goals on IEP and progress on BIP; utilize daily behavior intervention logs; maintain discipline in the classroom; deescalate inappropriate behaviors; teach students appropriate behavioral strategies; restrain students when necessary; record and report restraints.
Provide daily social skills instruction; provide opportunities for students to practice their newly acquired skills.
Assist 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.
Monitor academic and attendance performance.
Communicate with parents regarding their children’s educational progress via periodic written progress reports.
Act as a case coordinator for assigned students; collaborate with community caregivers, school support professionals, and parents to better understand and meet student needs.
Maintain student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and comply with state and federal education statutes.
Treat all students in a fair and equitable manner, interact effectively with students, co-workers, parents, and community.
Maintain clear, firm and reasonable work standards and due dates.
Circulate during class work to check all students’ performance.
Routinely use oral, written, and other work products to check student progress.
Pose questions clearly and one at a time.
Provide feedback on the correctness or incorrectness of in-class work to encourage student growth.
Regularly provide prompt feedback on assigned out-of-class work.
Affirm a correct oral response appropriately, and move on.
Provide sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
Use diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks.
Maintain accurate records to document student performance.
Ensure instructional plan matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty.
Use available human and material resources to support the instructional program.
Carry out non-instructional duties as assigned and/or as need is perceived.
Adhere to established laws, policies, rules, and regulations.
Follow a plan for professional development and demonstrate evidence of growth.
Perform other related work as required.