EC Private School Teacher - Valid NC Licensure Required

Asheville City Schools; Asheville (NC); On-site; USD 42,000 - 54,000; Full time

Job summary

Asheville City Schools is seeking an Exceptional Children's Private School Teacher with valid NC licensure to provide contracted hours as needed. The role centers on planning, organizing, and presenting instruction to support students’ educational and social development.

The ideal candidate will hold a four-year degree and NC certification in Exceptional Children, demonstrate strong classroom management, and collaborate with the Executive Director of Exceptional Children and the Private School

Qualifications

• A four-year degree and NC certification in Exceptional Children are required.
• Experience with private school settings is preferred.
• Ability to plan and deliver instruction for diverse learners.
• Ability to write IEP goals and monitor progress.

Responsibilities

• Plan, organize, and present instruction aligned with IEP goals.
• Maintain accurate records of student performance and progress.
• Collaborate with Private School Coordinator and families to support learning.
• Provide instruction in accordance with applicable laws, policies, and district goals.

Skills

Classroom management

IEP development

Collaboration with families

Instructional planning

Education

Bachelor's degree

NC certification in Exceptional Children

Job description

EC Private School Teacher - Valid NC Licensure Required

Job Description

TITLE: Exceptional Children's Private School Teacher (Contracted Hours AS NEEDED)

QUALIFICATIONS: A four-year degree from an accredited institution with NC certification in the area of Exceptional Children.

REPORTS TO: Executive Director of Exceptional Children and Private School Coordinator

JOB GOAL: To plan, organize, and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the lesson started quickly; gets the student on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

Instructional Presentation/Elements of Instruction

The teacher identifies an intended goal and makes decisions to reach that goal during instruction; identifies steps or increments of learning one level beyond where the learner is functioning and begins instruction at that level; elicits feedback from the learner and makes decisions relevant to the feedback during instruction; effectively and appropriately use the Principles of Learning as they apply to the lesson: (motivation, active participation, retention, transfer, anticipatory set, closure, and reinforcement).

Facilitating Instruction

The teacher has an instructional plan that is compatible with the school and system-wide curricular goals and students’ IEPs; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty (curriculum alignment); uses available resources to support the instructional program. Instruction will take place in the identified private schools and homeschool settings as the schedule requires.

Management of Student Behavior

The teacher has established a set of rules and procedures that govern the delivery of Homebound instruction. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and the community.

Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as needed, is perceived; Adheres to established laws, policies, rules, and regulations; follows a plan for professional development, and demonstrates evidence of growth.

Serves as a team player and role model for other employees in the organization; demonstrates a commitment to continuous quality improvement; supports and exhibits organizational core values of caring, respect, integrity, responsibility, high expectations, being customer-driven, and valuing diversity.

Performs other duties and accepts responsibilities as assigned.

Case Management of EC Caseload

Teacher must be able to schedule annual reviews, coordinate with the Private School Coordinator and Private School staff on required referrals. Teacher must be able to write IEP goals and utilize ECATS to write and develop annual IEPs.

ESSENTIAL VISUAL ACUITY REQUIREMENTS

• Must be able to visually track and supervise the movements of children.
• Must be able to read IEPs and other printed material.

ESSENTIAL AUDITORY ACUITY REQUIREMENTS

Must have auditory acuity necessary to be aware of student verbal behavior and other auditory cues necessary for effective classroom management.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.

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 simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and 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, subtract, divide, and multiply.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using a keyboard.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress.

Position Type

Full-time

Contact Information

• Dr. Everett Dickerson
• 85 Mountain Street
• Asheville, North Carolina 28801
• Phone: [phone]
• Email: [e-mail]

Map

The content you submit, offer, contribute, attach, post, or display (each a “Submission”) will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. Any submission or any use or reliance on any content or materials posted via the service or obtained by you through the use of the service is at your own risk. “Sensitive data” for purposes of this section means social security or other government-issued identification numbers, medical or health information, account security information, individual financial account information, credit/debit/gift or other payment card information, account passwords, individual credit and income information or any other sensitive personal data as defined under applicable laws.