Cross Categorical Targeted Support Teacher (K-5)

Chatham County Schools; Pittsboro (NC); On-site; USD 48,000 - 72,000; Full time

Job summary

Chatham County Schools seeks a dedicated special education professional to maximize learning for students with diverse needs by implementing district-approved curriculum, documenting progress, and maintaining a safe, supportive classroom.

This full-time, ten-month position requires NC General Curriculum certification (88091 or 88001) and a strong commitment to evidence-based strategies, collaboration, and family partnerships.

Qualifications

• Must hold NC General Curriculum certification (88091 or 88001) and be designated as highly qualified.
• Experience implementing IEPs, BIPs, and evidence-based practices.
• Ability to collaborate with staff and families.

Responsibilities

• Applies special education principles with differentiated instruction across academic, behavioral, social-emotional and daily living skills.
• Conducts assessments and monitors progress; implements teaching strategies.
• Develops IEPs and BIPs integrating academic, behavioral, and social-emotional goals.
• Delivers direct instruction and supports staff in implementing IEPs and BIPs, including de-escalation and social skills.
• Uses data systems to inform IEP/BIP goal-setting and progress monitoring.
• Collaborates with colleagues to align supports school-wide.
• Maintains knowledge of applicable federal and state laws regarding special education and student discipline.
• Maintains accurate records and communicates with parents/guardians to ensure consistency between home and school.

Skills

Special Education knowledge

Differentiated instruction

Data-driven decision making

Communication with parents and stu

Education

State certification General Curriculum (88091/88001)

Tools

IEP/BIP documentation software

Job description

NATURE OF WORK

Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.

NATURE OF WORK

Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.

Minimum Training And Experience

Required to hold state certification in General Curriculum (license code 88091 or 88001) and designated as "highly qualified."

Primary Responsibilities

• Applies special education principles, specially designed and differentiated instruction, and evidence-based strategies across academic, behavioral, social-emotional, and mental health needs
• Conducts assessments and diagnostic monitoring to identify students' academic, behavioral, and social-emotional needs, and implements corresponding teaching strategies
• Develops Individual Education Program (IEPs) and Behavior Intervention Plans (BIPs) integrating academic, behavioral, and social-emotional goals
• Delivers direct instruction and supports staff in implementing IEPs and BIPs, including de-escalation, self-regulation, and social skills instruction
• Uses data systems, analysis, and response to instruction practices to inform IEP/BIP goal-setting and progress monitoring
• Collaborates with colleagues and staff to align behavioral, social-emotional, and mental health supports school-wide
• Maintains current knowledge of best practices in behavior support, trauma-informed instruction, and social-emotional learning
• Maintains accurate records and documentation in accordance with special education programming and procedures
• Builds communication and partnership with parents/guardians to ensure consistency between home and school
• Maintains knowledge of applicable federal and state laws regarding special education, student discipline, and behavioral/mental health supports

Minimum Standards Required To Perform Responsibilities

Physical Requirements

Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

Data Conception

Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication

Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability

Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.

Intelligence

Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions;

Verbal Aptitude

Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude

Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.

Form/Spatial Aptitude

Requires the ability to inspect items for proper length, width and shape.

Motor Coordination

Requires the ability coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity

Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination

Does not require the ability to differentiate between colors and shades of color.

Interpersonal Temperament

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication

Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

Knowledge, Skills, And Abilities

• Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software application, as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with other contracting in the course of work.

TERMS OF EMPLOYMENT

Full-time for ten (10) months

Salary based on state and local salary schedules

DISCLAIMER

The preceding job description was 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.