2026-2027 Exceptional Children Teacher - TPS & LDES

Young World Physical Education

Thomasville (NC)

On-site

USD 45,000 - 60,000

Full time

14 days+

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Job summary

Young World Physical Education in Thomasville, North Carolina, is looking for an Exceptional Children Teacher for the 2026-2027 school year. This full-time position requires organizing instructional programs for exceptional students.

The candidate should possess a valid NC Teacher's License and a Bachelor's Degree in Education or Special Education. Responsibilities include developing individual education programs and collaborating with other educational professionals.

Qualifications

Minimum requirement of a Bachelor’s Degree in Education or Special Education.
Valid NC Teacher’s License in Exceptional Children is essential.
Experience in developing IEPs and collaborating with staff and parents.

Responsibilities

Organize and implement instructional programs for exceptional children.
Complete all required IEP documentation and compliance standards.
Plan tailored instruction for students with disabilities.

Skills

Knowledge of NC Policies for Disabilities

Evidence-based instructional planning

Communication skills

Microsoft Office proficiency

Education

Bachelor's Degree in Education or Special Education

Bachelor’s Degree in Special Education with 2 years’ experience

Job description

2026-2027 Exceptional Children Teacher - TPS & LDES

Thomasville City Schools
Thomasville Primary School - Thomasville, North Carolina

Job ID: 5724572
Application Deadline: Posted until filled
Posted: May 19, 2026 4:00 AM (UTC)
Starting Date: Aug 12, 2026

Job Description

Exceptional Children Teacher

Functional Purpose

The purpose of this position is to organize and implement an instructional program for exceptional children in the regular classroom or special education classroom setting and to meet the duties of teaching as outlined in laws and policies.

Duties and Responsibilities

Complete all required IEP documentation as required by NC Policies Governing Services to Students with Disabilities within applicable timelines and compliance standards.
Confer with parents, administrators, related services, and other IEP team members to develop individual educational programs (IEP) designed to promote students' educational, physical, and social development.
Serve as the case manager for an assigned group of students, organizing and maintaining the EC folder, coordinating all IEP meetings and facilitating progress monitoring and reporting on all IEP goals.
Plan and deliver specialized, individualized instruction to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts, to achieve mastery of curricular standards and individualized goals and objectives.
Assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes, using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
Collaborate with District EC leadership and support staff to provide services to students with disabilities.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive behavioral interventions and supports.
Employ specially designed strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and memory.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question and investigate.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Prepare students for later grades by encouraging them to explore learning opportunities and persevere with challenging tasks, and by holding IEP meetings at transition points (e.g., Elementary to middle school).
Develop and implement strategies to meet the needs of students, based on a variety of instructional techniques and technologies.
Collaborate with parents or guardians, other teachers, counselors, and administrators to resolve students’ behavioral and academic issues.
Coordinate the inclusion of students with special needs into general education settings as appropriate and specified in the IEP.
Monitor teacher assistants and volunteers to ensure that they adhere to IEP requirements including accommodations, modifications and least restrictive environment placement.
Prepare, administer, and grade tests/assignments to evaluate students’ progress.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Act as a resource to the general education staff, teacher assistants, administration and parents as needed.
Perform other related duties as assigned.

Required Knowledge, Skills, and Abilities

Knowledge of North Carolina Policies Governing Services for Children with Disabilities and required record keeping.
Ability to plan and deliver specially designed instruction using evidence-based practices.
Ability to coordinate/facilitate meetings with staff, parents, and students.
Ability to communicate clearly in written and electronic formats, as well as in person.
Ability to demonstrate patience and compassion when dealing with students and/or parents.
Skill in identifying student learning and personal needs and collaborating with district and school staff to provide needed resources or interventions.
Skill in Microsoft Office (Word, Excel, PowerPoint, Outlook), and Google Drive.
Ability to use IEP development, progress monitoring and instructional software and technology.

Education and Experience Requirements

Minimum: Bachelor’s Degree in Education and/or Special Education.
Desirable: Bachelor’s Degree in Special Education and two years’ work experience.

Certification and Licensure Requirements

Valid NC Teacher’s License in Exceptional Children.

Minimum Qualifications or Standards Required to Perform Essential Job Functions

Physical Requirements: Must be able to operate a variety of equipment and a motor vehicle, lift up to 10 pounds occasionally, and perform light work such as walking or standing.

Data Conception: Ability to compare and judge functional characteristics of data and people.

Interpersonal Communication: Ability to give instructions, assignments, or directions to subordinates or assistants.

Language Ability: Ability to read and prepare correspondence, reports, forms, and charts using prescribed formats and proper punctuation, grammar, diction, and style.

Intelligence: Ability to apply logical or scientific thinking, collect data, establish facts, and draw conclusions; interpret technical instructions.

Verbal Aptitude: Ability to record and deliver information, explain procedures, and follow oral and written instructions. Must communicate effectively in Standard English.

Numerical Aptitude: Ability to use mathematical formulas and perform operations (addition, subtraction, multiplication, division, decimals, percentages, algebra, statistics).

Form/Spatial Aptitude: Ability to inspect items for proper dimensions.

Motor Coordination: Ability to coordinate hands and eyes while using office equipment.

Manual Dexterity: Ability to handle office equipment and hand tools with minimal eye/hand/foot coordination.

Color Discrimination: Ability to differentiate between colors and shades.

Interpersonal Temperament: Ability to deal with people, adapt to stress and emergency situations.

Physical Communication: Ability to talk and hear, and communicate via telephone.

Position Type

Full-Time

Job Requirements