Ability to establish and maintain effective working relationships with school system staff, ... Five years of teaching experience at the secondary level; ... of assessment processes at the secondary level (i.e., vocational assessments, ... Page 1 of 2 ...
POSITION DESCRIPTION POSITION TITLE: WORKING TITLE: SCHOOL/DEPARTMENT: LOCATION: PAY GRADE: FLSA STATUS: REPORTS TO: SUPERVISES: WORK WEEK SCHEDULE: WORK HOURS: NUMBER OF MONTHS PER YEAR:
COORDINATING TEACHER Coordinating Teacher, Secondary Special Education Services Team Special Education Services Crossroads II, Cary, NC Classroom Teacher (not eligible for national board pay) Exempt Senior Administrator, Instructional Programming and Support None Monday – Friday, Occasional evenings and weekends Regular Business Hours (Minimum five day, forty hour work week) 12
POSITION PURPOSE: Serves as a collaborative member of the SES Secondary Instructional Programming and Support Team by identifying, cultivating, implementing and supporting evidenced-based practices that support student growth and meet both federal and state requirements for implementation of secondary student’s Individual Educational Programs (IEPs). MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES Extensive knowledge of state and federal legal requirements for the development and implementation of Individual Education Plans (IEP) including transition, instruction and behavior components; Extensive knowledge of Common Core State Standards for Literacy and Math and instructional strategies supporting students with disabilities to access the Common Core State Standards; Considerable knowledge of Microsoft Office including Word, Excel, and PowerPoint; Considerable knowledge of accessing cloud based environments such as Google Apps, etc.; Effective oral and written communication skills; Critical thinking and problem solving skills; Ability to collect, interpret, and analyze student and teacher performance data in order to generate effective courses of action; Ability to design and deliver professional development; Ability to evaluate trainings and professional development to ensure topics and information are being implemented; Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, and the public. EDUCATION, TRAINING, AND EXPERIENCE Bachelor’s degree from a regionally accredited college or university in special education or related field; Five years of teaching experience at the secondary level; Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered. CERTIFICATION AND LICENSE REQUIREMENTS Hold or be qualified to hold a North Carolina Professional Educator’s License in Special Education General Curriculum, Cross Categorical (mild/moderately disabled), Mentally Disabled, Behaviorally/Emotionally Disabled, or Learning Disabled. PREFERRED QUALIFICATIONS: Master’s degree in special education; Leadership experience in assessing student needs; planning, developing, and implementing programs; evaluating program effectiveness; and in designing and conducting professional staff development Job training and job development experience; Understanding of assessment processes at the secondary level (i.e., vocational assessments, interest inventories, state assessments, etc.); Knowledge of WCPSS applications and programs: EasyIEP, C-Mapp, Blackboard, etc.
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POSITION DESCRIPTION ESSENTIAL DUTIES AND RESPONSIBILITIES: 1. Serves as a collaborative member of the SES Secondary Instructional Programming and Support Team by identifying, cultivating, implementing and supporting evidenced-based practices that support student growth and meet both federal and state requirements for implementation of secondary student’s Individual Educational Programs (IEPs). 2. Identifies, implements, and supports research-based instructional and behavioral practices, including the use of technology, that support student growth and post-secondary education/training. 3. Assists with the development and implementation of short-term and long-term plans and goals to support and train schools based on identified research-based practices related to special education at the secondary level. 4. Assist with the creation and administration of professional development plans including budgeting, contracts, substitutes, E-Schools management, and communication. 5. Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district. 6. Collaborates with SES teams in order to align literacy, math, and behavioral instruction and assessment to support the WCPSS/SES strategic plan mission, vision, and goals. 7. Regularly visit schools providing targeted support and assistance to secondary special education teachers, with a special emphasis on new teachers, as outlined in identified best practices for transition, instruction and behavior support. 8. Attend Individualized Education Plan/Functional Behavioral Analysis/Behavior Intervention Plan (IEP/FBA/BIP) pre-planning meetings and scheduled meetings, as determined appropriate, to establish processes for building capacity at the school level. 9. Assist with the identification and development of Community Based Vocational (CBVT) sites, paid employment sites as well as on-campus training options that support the achievement of transition related goals. 10. Promote instruction in self-determination, self-advocacy, social/interpersonal skills and work related behaviors to provide career related and transition planning information to teachers, students and parents. 11. Assist Senior Administrator with the allocation process for special education teachers and teaching assistants. 12. Performs other related duties as assigned. WORKING CONDITIONS: PHYSICAL ENVIRONMENT Must be able to use a variety of office equipment such as computers, scanners, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to ten pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. WORK ENVIRONMENT Must be able to work in an office environment and come into direct contact with school system staff, students, parents, external agencies, and the public. EFFECTIVE DATE: 8/2015 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.
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