Coordinating Teacher - Special Education Programming

Special Education Services - 815/915mid

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Quick Summary

Key Responsibilities

Provides support to teachers serving students with disabilities and students through school visits, observations, model-teaching, and hands-on involvement with students in the classroom.

Requirements Summary

KNOWLEDGE, SKILLS,

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COORDINATING TEACHER

Coordinating Teacher-Special Education Programming

Special Education Services (SES)

Crossroads II, Cary, NC

Classroom Teacher (not eligible for National Board pay)

Exempt

Yes

Monday-Friday (occasional evenings and weekends) Position is eligible for hybrid telework workweek

Provides support to teachers serving students accessing learning through the Standard Course of Study and Extended Content Standards through school visits, observations, model-teaching, hands-on involvement with students in the classroom, materials, and instructional programming. Provides support with planning specially designed instruction, planning for Individualized Education Plans (IEP) meetings, collecting data for Functional Behavior Assessments (FBAs), and Behavior Intervention Plans (BIPs) development. Provides a variety of professional development. Provides support to the teacher with job skill training and job development for students in regional programs.

Requirements

~2 min read

Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including Academically or Intellectually Gifted);
Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.

Previous certification or eligible for certification in Crisis Prevention Intervention (CPI);
Regular travel to various Wake County Public School System (WCPSS) school sites.

Master’s degree in special education or directly related field.

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, students, parents, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automobile equipment.

EFFECTIVE DATE: 1/2026

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 required by the employees assigned to this position. This description may be revised by HR and approved at any time.

Extensive knowledge of state and federal regulations and school laws and policies related to IDEA;
Considerable knowledge of online student information systems (for example ECATS);
Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
Effective time management skills;
Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
Ability to plan and deliver professional development to adults;
Ability to analyze student and program data to support instruction;
Ability to work with adults in a consultative format to address student needs;
Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, and the public.

Bachelor’s degree in special education or directly related field;
Five years of experience in special education or related field.

Responsibilities

~1 min read

→Provides support to teachers serving students with disabilities and students through school visits, observations, model-teaching, and hands-on involvement with students in the classroom. Provides follow-up written recommendations and strategies and/or materials and resources to teachers.

→Consults with teachers and students in the set up and implementation of programs and inclusive practices.

→Compiles data, writes reports, and makes recommendations regarding student observational data.

→Collaborates with teachers in developing IEPs, FBAs, and BIPs; assists in implementing goals and strategies documented on the plans, and in developing and interpreting data collection forms.

→Assists with educational planning for specific students through communication with teachers, appropriate senior administrators, students, and parents, attending IEP meetings, and through consultation with external agencies, as needed.

→Assists with educational planning for transition upon completion of high school through consultation with teachers and external agencies in developing Transition Plans, assisting in locating/setting up job sites in the community and attending IEP/Transition meetings.

→Provides CPI training to teachers and staff in regional program classrooms.

→Provides educational and instructional resource materials for new classroom teachers, as needed, relating to SES.

→Performs other related duties, as assigned.