Cross Categorical Resource Teacher

The Cross Categorical Resource Teacher coordinates and provides direct instructional programs for special education students, ensuring compliance with their Individual Education Programs (IEPs). This role requires collaboration with teachers and parents while implementing tailored teaching strategies and monitoring student progress. The teacher actively participates in IEP meetings and is committed to maintaining an inclusive learning environment for students with disabilities.

The following schools are designated as Project LEADERS (Leveraging Employee Advancement to Develop Excellence and Reach Success) schools and are participating in a grant that will allow the district to provide bonuses, professional learning stipends, tuition assistance and other support to more than 1,100 teachers and 69 school leaders in the 24 participating schools. 

• Baileywick Road Elementary
• Barwell Road Elementary
• Brentwood Elementary
• Bugg Elementary
• Carroll Middle
• Centennial Campus Middle
• Dillard Drive Elementary
• East Garner Middle
• East Millbrook Middle
• Forestville Road Elementary
• Green Elementary
• Hodge Road Elementary

• Knightdale Elementary
• Lockhart Elementary
• Lynn Road Elementary
• Neuse River Middle
• Poe Elementary
• River Bend Elementary
• Timber Drive Elementary
• Wake Forest Elementary
• Walnut Creek Elementary
• Wilburn Elementary
• Wildwood Forest Elementary
• Zebulon Elementary

Some of the incentives certified teachers and school leaders will be eligible for are listed below: 

1. Recruitment and Retention Bonuses (recruitment bonus will be paid approximately a month following hire date; retention bonus will be paid by December, 2026)
   • $1,500 for teachers and assistant principal and $2,500 for principals employed on Oct. 1, 2024*
   • An additional $1,500 for teachers and assistant principals and $2,500 for principals who remain at school through Sept.1, 2026
     
     • (* $1,500 for any teacher or assistant principal and $2,500 for any principal hired between Oct 2, 2024-September 1, 2026. Bonuses will be prorated for benefit-earning, part time teacher and school leaders.)
       
       
2. Student growth-based bonuses based on EVAAS scores (beginning with 2023-24 scores)
   • $2,000 bonus for individual teachers who exceed growth
   • $2,000 bonus for principals/APs if school exceeds growth
     • (Bonuses to be paid following the release of scores from the state in 2024, 2025, and 2026.)
3. Professional Learning Stipends and Support
   • Funding for professional learning, including substitutes
   • Stipends for teachers to attend professional learning
   • Two coordinating teachers dedicated to professional learning facilitation and teacher support
     
     
4. Additional Assistance
   • • Support for cost of pursuing National Board Certification
     • Tuition assistance and Praxis reimbursement for alternatively licensed teachers
     • Tuition assistance for teachers and school leaders pursuing advanced degrees

POSITION PURPOSE: 

Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of instructional practices and delivery related to specially designed instruction;
• Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
• Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
• Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
• Critical thinking and problem–solving skills;
• Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
• Ability to work in a team environment and effectively collaborate with others;
• Ability to motivate students;
• Ability to constantly monitor and supervise the safety and well-being of students;
• Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
• 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 establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s degree from a regionally accredited college/university. 

CERTIFICATION AND LICENSE REQUIREMENTS

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

PREFERRED QUALIFICATIONS:

• First Aid and CPR certifications;
• Crisis Prevention and Intervention (CPI) certification
  

ESSENTIAL DUTIES AND RESPONSIBILITIES:   

1. Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
2. Implements instructional strategies and progress monitoring tools to provide specially designed instruction.
3. Assists students in completing the curriculum tasks and to complete IEP goals.
4. Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.
5. Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.
6. Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.
7. Attends student’s IEP meetings and serves as a collaborative team member.
8. 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.
9. 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 exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.  Physical requirements are consistent with those for medium work. School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.

WORK ENVIRONMENT

Must be able to work in a classroom and office environment, and come into direct contact with school system staff, students, parents, and the community.

EFFECTIVE DATE:  5/2023

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.

special education, IEP, instructional strategies, student progress, inclusion, collaboration, Teacher certification, educational support, student behavior, professional development