Job Description

NCDPI Salary Schedule

Exceptional Children (EC) Teacher � Extended Content Standards (ECS)

Position Summary:

The EC Teacher for Extended Content Standards provides specialized instruction to students with significant cognitive disabilities aligned to the North Carolina Extended Content Standards. This role focuses on developing students' academic, functional, communication, and independent living skills while ensuring compliance with all IEP requirements and state/federal regulations.

Key Responsibilities:

Instruction & Service Delivery:

• Develop and implement IEPs aligned with the North Carolina Extended Content Standards
• Provide individualized, specially designed instruction in academics, functional skills, communication, and daily living skills
• Adapt curriculum and materials to meet diverse learning needs
• Utilize evidence-based practices and systematic instruction (e.g., task analysis, prompting, modeling)
• Integrate real-world and community-based instruction when appropriate
• Support development of independence, self-advocacy, and transition skills

Compliance & Case Management:

• Serve as case manager for assigned students
• Ensure all IEPs, progress reports, and documentation are compliant with IDEA and NC policies
• Collect and analyze data to monitor progress toward IEP goals
• Facilitate and participate in IEP meetings, reevaluations, and transition planning
• Ensure accommodations, modifications, and services are implemented with fidelity

Collaboration & Communication:

• Collaborate with general education teachers to provide meaningful access to the general curriculum
• Work closely with related service providers (speech, OT, PT, etc.)
• Communicate regularly with parents/guardians regarding student progress and needs
• Support and train staff (e.g., teacher assistants) on instructional strategies and student supports

Behavior & Functional Support:

• Implement positive behavior supports and collect behavioral data
• Assist in the development and implementation of Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs), when appropriate
• Support students with sensory, communication, and social-emotional needs

Transition & Life Skills:

• Develop foundational independence and self-help skills (e.g., personal care, following routines, organization of materials)
• Teach early communication, social interaction, and play skills to support peer engagement
• Provide instruction in functional daily living skills within the classroom and school environment
• Support students in building choice-making, self-regulation, and early self-advocacy skills
• Introduce age-appropriate pre-vocational and responsibility-based tasks (e.g., classroom jobs, following multi-step directions)
• Embed life skills instruction throughout the school day using natural routines and real-life contexts
• Collaborate with families and service providers to support skill generalization across settings

Professional Responsibilities:

• Maintain confidentiality
• Participate in ongoing professional development
• Follow all school and district policies and procedures
• Foster an inclusive, respectful, and supportive classroom environment

Qualifications:

• Bachelor's degree in Special Education or related field (Master's preferred)
• Valid North Carolina teaching license in Special Education or eligibility to obtain licensure
• Strong skills in data collection, differentiation, and behavior support