2026-2027 EC Teacher- part time

Young World Physical Education; United States; On-site; USD 40,000 - 60,000; Full time

Job summary

An educational institution in the United States is seeking an EC Teacher to deliver specialized instruction to students needing exceptional services. The role involves creating IEPs, collaborating with staff, and ensuring compliance with educational guidelines. A Bachelor's Degree and strong knowledge of North Carolina educational standards are required. The starting date is July 1, 2026, and the position offers a salary based on the North Carolina Teaching Salary Schedule.

Qualifications

• Bachelor's Degree from an approved education program in a subject area.
• Strong background in North Carolina Course of Study/Common Core and Essential Standards.

Responsibilities

• Deliver specialized instruction and support services to students requiring EC services.
• Maintain effective classroom management and implement appropriate interventions.
• Develop, implement, and manage IEPs for students.

Job description

EC Teacher

Cabarrus County School District – Harris Road Middle, Concord, North Carolina.

Starting Date: Jul 1, 2026

Reports to: Principal

Salary: Based on North Carolina Teaching Salary Schedule.

General Definition of Work

Performs complex professional work delivering specialized instruction and support services to students who qualify for Exceptional Children (EC) services. The role includes direct instruction, support of individualized education programs (IEPs), collaboration with staff, and ensuring compliance with federal, state, and district guidelines. The EC teacher assists students in developing academic, behavioral, and social‑emotional skills necessary for success using a variety of evidence‑based instructional strategies tailored to individual learning needs. Work is performed under limited supervision of the Principal.

Essential Functions

• Develop lesson plans and instructional materials using evidence‑based practices and specially designed instruction aligned to IEPs.
• Maintain effective classroom management and implement appropriate interventions and positive behavior supports.
• Differentiates and modifies instruction to meet the needs of all learners, including students with disabilities.
• Assess student progress using multiple methods and monitor/document progress toward IEP goals in accordance with timelines.
• Communicate effectively and consistently with parents, including updates on student progress, services, and IEPs.
• Develop, implement, and manage IEPs, including scheduling meetings and maintaining compliant documentation.
• Collaborate with general education teachers, related service providers, and staff to support inclusive practices and student success.
• Participate in referral, evaluation, and re‑evaluation processes, including data collection and documentation.
• Ensure compliance with federal, state, and district policies, including special education laws and timelines.
• Maintain accurate records and protect confidentiality in accordance with professional ethics and legal requirements.
• Engage in ongoing professional learning related to content, instructional practices, and special education.
• Supervise students and maintain a safe, structured learning environment, including implementation of behavior or safety plans as needed.

Ability to perform non‑instructional duties as assigned.

Knowledge, Skills, and Abilities

Standard I: Teachers Demonstrate Leadership

• Lead in the classroom by taking responsibility for all students’ learning.
• Demonstrate leadership in the school by working collaboratively with all school personnel to create a professional learning community.
• Lead the teaching profession by striving to improve the profession.
• Advocate for schools and students by promoting positive change in policies and practices affecting student learning.
• Demonstrate high ethical standards by upholding the Code of Ethics and Standards for Professional Conduct.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

• Provide an environment in which each child has a positive, nurturing relationship with caring adults by encouraging a climate that is inviting, respectful, supportive, inclusive, and flexible.
• Embrace diversity in the school community and in the world by demonstrating knowledge of diverse cultures.
• Treat students as individuals by maintaining high expectations for all students and appreciating differences and valuing contributions.
• Adapt teaching for the benefit of students with special needs by collaborating with specialists.
• Work collaboratively with families and significant adults in the students’ lives to improve communication and collaboration between school and home and community.

Standard III: Teachers Know the Content They Teach

• Align instruction with the North Carolina Standard Course of Study.
• Know the content appropriate to teaching specialty by bringing a richness and depth of understanding to the classroom.
• Recognize the interconnectedness of content areas/discipline by knowing the links and vertical alignment of grade or subject taught.
• Make instruction relevant to students by incorporating 21st‑century life skills into teaching deliberately, strategically, and broadly.

Standard IV: Teachers Facilitate Learning for Their Students

• Know the ways in which learning takes place and the appropriate levels of intellectual, physical, social, and emotional development of students.
• Plan instruction appropriate for students by collaborating with colleagues and using a variety of data sources for planning.
• Use a variety of instructional methods by choosing methods and techniques that are most effective in meeting the needs of students.
• Integrate and utilize technology in instruction by knowing when and how to use technology to maximize student learning.
• Help students develop critical thinking and problem‑solving skills by encouraging questions, creative thinking, and drawing conclusions.
• Help students work in teams and develop leadership qualities by teaching the importance of cooperation and collaboration.
• Communicate effectively in ways that are clearly understood by students.
• Use a variety of methods to assess what each student has learned by using multiple indicators to evaluate student progress.

Standard V: Teachers Reflect on Their Practice

• Analyze student learning by thinking systematically and critically about student learning.
• Link professional growth to professional goals by participating in continued high‑quality professional development that reflects a global view of educational practices.
• Function effectively in a complex, dynamic environment by understanding that change is constant.

Education and Experience

• Bachelor’s Degree from an approved education program in a subject area.
• Strong background in North Carolina Course of Study/Common Core and Essential Standards.

Physical Requirements

• Occasional exertion of up to 10 pounds of force.
• Regular speaking or hearing, use of hands for fingering, handling, repetitive motions, frequent sitting, occasional standing, walking, stooping, kneeling, crouching or crawling, reaching, pushing or pulling, lifting.
• Standard vision requirements.
• Vocal communication required to express or exchange ideas by means of spoken word.
• Hearing required to perceive information at normal spoken word levels.
• Prepare and analyze written or computer data, operate machines, operate motor vehicles or equipment, observe general surroundings and activities.
• Occasional exposure to outdoor weather conditions.
• Work generally in a moderately noisy location.

Special Requirements

• NC Teaching License in an appropriate subject area or qualifications to obtain a NC teaching license.

Job Requirements

• Bachelor degree preferred.
• Citizenship, residency or work visa required.