Exceptional Children Program Coach

Applitrack; Richmond Hill; On-site; CAD 74,000 - 88,000; Full time

Job summary

The Exceptional Children Program Coach will collaborate with classroom teachers, administration, and EC staff to provide guidance, resources, and feedback for effective practices and timely federal paperwork.

Working under the Exceptional Children Director/Principal, you will deliver research-based professional development aligned with the district improvement plan, support IEP processes, and help staff implement inclusive practices within the Least Restrictive Environment.

Qualifications

• Bachelor's degree and current teaching license.
• At least three years of successful teaching experience.
• Experience in leadership roles.

Responsibilities

• Provide professional development on researched-based instructional practices.
• Demonstrate and share knowledge of NC standards and Extended Content Standards.
• Monitor implementation of instructional strategies for fidelity to practices.
• Model lessons with research-based best practices upon request.
• Support EC teachers and maintain timelines for federal paperwork.

Skills

NC Standards

PD Delivery

CECAS Knowledge

IEP Knowledge

Tech Proficiency

IDEIA Knowledge

Co-Teaching

Autism in LRE

Education

Bachelor's + teaching license

3+ years teaching experience

Leadership experience

Job description

Position Type

Student Support Services/ Exceptional Children Program Coach

Location

Location may vary

POSITION TITLE

Exceptional Children Program Coach

REPORTS TO

Exceptional Children Director/Principal

NATURE OF WORK

The Exceptional Children Program Coach will work directly with classroom teachers, administration, and Exceptional Children staff in a non-evaluative role to provide the necessary guidance, professional development, resources, support, and feedback to implement effective practices, addressing the most prominent needs of the school(s), as well as maintaining timelines for federal paperwork.

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED

• Working knowledge of the NC Standard Course of Study, Occupational Course of Study, and the Extended Content Standards.
• Ability to survey, compile, facilitate, and deliver research-based and high quality professional development in strict alignment with the district improvement plan to train teachers in the correct use of research based curriculum in the classroom setting
• Working knowledge of CECAS and ability to assist with maintaining timelines
• Be able to effectively answer questions regarding IEP process or curriculum in IEP meetings as needed.
• Knowledge of technology usage and immersion
• Knowledge of federal law regarding IDEIA and services for student with disabilities and its impact on public education
• Working knowledge of co-teaching/inclusive practices and the ability to assist staff and administrators with implementing these practices.
• Working knowledge of instructional, behavioral, sensory and environmental strategies for supporting students with Autism in the Least Restrictive Environment.

Ability to gather, compile, and interpret data from a variety of sources such as, but not limitedto, Fidelity observations for NCSIP, Brigance, and Career Cruising for transition

Ability to support school staff and administrators with developing Functional Behavior Assessments, Behavior Intervention/Support Plans, and Manifestation Determinations Reviews.

Ability to support school staff and administrators to gather, compile and interpret data for effective implementation of behavior and academic support plans.

Ability to communicate clearly in oral and written forms

• Ability to establish and maintain working relationships with employees, school personnel and the public
• Ability to effectively manage multiple tasks

EDUCATION AND TRAINING

• Bachelor's Degree and current teaching license
• At least three years of successful teaching experience (required)

Experience in leadership roles

TERM OF EMPLOYMENT

10 months

SALARY

State Teacher Salary Schedule

FLSA Status

Exempt

PERFORMANCE RESPONSIBILITIES

• Provide professional development on researched-based instructional practices.
• Demonstrate and share exemplary knowledge of NC Standard Course of Study & Extended
• Content Standards.
• Monitor the implementation of instructional strategies and instructional performance to ensure fidelity to guided researched-based instructional practices.
• Model lessons with proven, research-based best teaching practices and per teacher/administrator request or student need.
• Work with school level Exceptional Children Staff to maintain current timelines and compliance on federal paperwork.

Work with EC teachers in small groups and one-on-one to analyze student assessment data, reflect on instruction, and plan instructional activities based on student need using items such as Brigance.

• Work with the school staff to assist in effective implementation of instructional practices in the Least Restrictive Environment.
• Identify EC teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing the implementation of problem-solving actions EC classroom teachers.
• Coordinate the appropriate and/or extended use of instructional/assistive technology and other educational tools to enhance and enrich instruction.
• Locate and evaluate resources for instructional staff.
• Work collaboratively with lead instructional personnel at the school and district level.
• Perform other duties as assigned to support ongoing operations of the Department of Exceptional Children and individual school.

PHYSICAL REQUIREMENTS

• The ability to be physically active, which includes, but is not limited to, standing, pushing, pulling, squatting, bending, sitting, walking.
• Must be able to stand, sit, or walk for prolonged periods of time.
• Must be able to lift up to 25 pounds routinely and 50 pounds occasionally.
• Must be able to visually, auditorily, and physically monitor student performance and conduct.
• Must be able to facilitate the evacuation of students during emergency situations and/or drills.
• Must be able to drive to variety of school sites.

The preceding job description has been 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.

Onslow County Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.