EC General Curriculum K-8 Center Based Teacher

PITT COUNTY SCHOOLS; Greenville (NC); On-site; USD 45,000 - 60,000; Full time

Job summary

PITT COUNTY SCHOOLS is seeking a Center-Based General Curriculum Teacher in Greenville, North Carolina, to provide specialized instruction to students with neurodivergent needs. This role focuses on creating a supportive learning environment that enhances emotional regulation and academic achievement.

The ideal candidate will possess a valid North Carolina teaching license in Special Education and be skilled in collaborating with families and educational personnel to support student success. A commitment to fostering an inclusive classroom culture is essential.

Qualifications

• Experience working with students with neurodivergent learning needs.
• Strong skills in data analysis and instructional planning.
• Ability to implement evidence-based academic and behavioral interventions.

Responsibilities

• Provide specially designed instruction aligned with grade-level standards.
• Develop and implement Individualized Education Programs (IEPs).
• Create a positive learning environment that promotes self-regulation.

Skills

Instructional planning

Behavioral intervention

Social-emotional learning

Collaboration

Education

Valid North Carolina teaching license in Special Education

Job description

Position Summary

The Center-Based General Curriculum Teacher provides specialized instruction and support to students with neurodivergent needs who require additional assistance with emotional regulation, social-emotional development, executive functioning, and behavioral support while accessing the North Carolina Standard Course of Study. The teacher creates a structured, supportive learning environment that promotes academic achievement, self‑regulation, independence, and successful participation in school settings.

Essential Duties And Responsibilities

Instruction and Student Learning

• Provide specially designed instruction aligned with grade‑level standards and individualized student needs.
• Develop and implement Individualized Education Programs (IEPs) with fidelity.
• Differentiate instruction utilizing evidence‑based practices to support diverse learning profiles.
• Use data‑driven decision‑making to monitor student progress and adjust instruction accordingly.
• Implement accommodations, modifications, and assistive technology as outlined in student IEPs.
• Support students in developing academic, social‑emotional, communication, and executive functioning skills.

Behavioral and Social-Emotional Support

• Create and maintain a structured, predictable, and positive learning environment.
• Implement proactive behavior support strategies and individualized behavior intervention plans.
• Teach and reinforce emotional regulation, coping skills, self‑advocacy, and problem‑solving strategies.
• Utilize evidence‑based social‑emotional learning practices to promote student success.
• Conduct ongoing monitoring and documentation of behavioral and social‑emotional progress.

Collaboration and Communication

• Collaborate with general education teachers, related service providers, administrators, and families to support student success.
• Participate in IEP meetings, multidisciplinary team meetings, and problem‑solving discussions.
• Maintain ongoing communication with families regarding student progress and needs.
• Provide consultation and support to school personnel regarding effective strategies for supporting students.

Assessment and Compliance

• Conduct ongoing assessments to evaluate student progress toward IEP goals and grade‑level standards.
• Maintain accurate educational records, progress reports, data collection systems, and compliance documentation.
• Ensure adherence to federal, state, and district special education regulations and procedures.
• Utilize assessment data to inform instructional planning and placement recommendations.

Learning Environment

• Foster a safe, inclusive, and supportive classroom culture that values student strengths and promotes belonging.
• Incorporate visual supports, sensory regulation strategies, and structured routines to enhance student engagement and independence.
• Facilitate opportunities for students to access and participate in less restrictive educational environments as appropriate.

Qualifications

• Valid North Carolina teaching license in Special Education.
• Knowledge of special education laws, procedures, and compliance requirements.
• Experience working with students with neurodivergent learning needs, emotional regulation challenges, and behavioral support needs preferred.
• Strong skills in collaboration, communication, data analysis, and instructional planning.
• Ability to implement evidence‑based academic, behavioral, and social‑emotional interventions.

Goal of the Position

The Center-Based General Curriculum Teacher supports students in accessing grade‑level curriculum while developing the emotional regulation, social‑emotional, and executive functioning skills necessary for increased independence and successful participation across school environments. The ultimate goal is to maximize each student's achievement and participation in the least restrictive environment appropriate to their individual needs.