Exceptional Children’s Lead Teacher
Sterling Montessori is seeking a full time Exceptional Children’s teacher who has experience working with students with disabilities, grades K-8, in a cross-categorical resource separate setting, effective August 2024. Candidates must have an undergraduate degree and EC licensure. Ideal candidates have Montessori experience or a desire to learn the Montessori philosophy and method. The hours are from 8-4 and pay is on par with the Wake County pay scale along with full insurance benefits and 403b retirement. Sterling Montessori has a strong and collegial EC department which includes five full time special education teachers, a behavioral specialist, as well as related service personnel.
Purpose:
EC teachers, using the Montessori Method, will implement engaging instruction and adapt lessons to meet the needs of students, develop Individualized Education Plans (IEP), collaborate with the general education teachers and directors for push in and pull out services, and prepare documents and reports necessary to facilitate parent-teacher IEP meetings.
Duties and Responsibilities to Students/Parents/Staff
All lead teachers (General Ed., EC, Specials, and Specialists) will:
- Adhere to the Sterling mission, vision, guiding principles, code of ethics and standards of behavior as outlined in the Employee Policies and Procedures Handbook.
- Attend any staff meetings, professional development, training, parent workshops, annual open house, and other activities outside of standard working hours as requested by the Executive Director.
- Work in partnership with grade level Section Directors to support students and families assigned to each section.
- Ensure the safety, wellbeing and sound education of students.
- Supervise and manage a team of 3 to 5 Exceptional Children Program Assistants depending on students needs.
- Follow the Positive Discipline model. Montessori is an approach that values the human spirit and the development of the whole child-physical, social, emotional, and cognitive. When situations or conflicts arise with students, adults act as mediators and provide opportunities for conversations, reflection, and learning.
- Monitor student behavior; maintain discipline in the classroom; deescalate inappropriate behavior; teach students appropriate behavioral strategies, restrain students when necessary; record and report restraints.
- Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
- Monitor and assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
- Employ various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
- Communicate with parents regarding their child’s educational progress via periodic written progress reports.
- Serve as case manager for assigned students; serves as conduit between general education and special education.
- Maintain student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education.
- Train, supervise, schedule weekly meetings, establish goals and assist in the evaluation of assistant/associate teachers (when applicable).
- Complete and maintain record keeping, progress reports, assessments/evaluations, documentation, and grades (if applicable) in a timely manner as required by the school.
- Responsible for parent conferences, meetings, parent email communications (within 48 hours), communicating problems and concerns with all parent/guardians of students in your care.
- Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
- Maintain current teaching license, including licensing requirements (CEUs) and costs.
- Inform Section Director of all administrative level concerns or problems as they relate to relations with school, students, parents, or staff.
- Participate in field trips (when necessary), including overnights when appropriate to the level, and act in a supervisory capacity. Follow all field trip guidelines as stated in the Employee Handbook (EHB).
- Respect student confidentiality by not discussing students with anyone other than their families and those faculty and staff members who work with them directly, in accordance with state and federal law.
- Participate in and implement annual goal setting, evaluation reviews and professional development for career growth. Our work requires being coachable, an ongoing desire to learn, and a sense of egoless-ness.
Qualifications:
- Bachelor’s degree from a four-year accredited University (required)
- Exceptional Children (EC) State License (required)
- AMS Montessori Trained (preferred)
- Experience working with K-8 students (preferred)
- Experience working in a Montessori Setting (preferred)
- Nonviolent Intervention Training (preferred)
Please submit your cover letter, resume and 2-3 references to echr@sterlingmontessori.org.
Exceptional Children Program Assistant (ECPA)
Position: Exceptional Children Program Assistant (ECPA) School/Department: Sterling Montessori Academy and Charter School
Reports To: EC Director/Executive Director
Work Week Schedule: Monday-Friday, 8:00a.m. - 4:00p.m.
Work Hours Per Week: 40
Number of Months Per Year: 10
Nature of Work: The EC Program Assistant (ECPA) provides support to the classroom teacher and other professionals in the supervision, instruction, social emotional and positive behavior support of students with disabilities, ages 3-14 years, in a variety of settings, including classroom, recreational and community to achieve established goals and objectives, including personal care and mobility. The ECPA provides individual assistance with academics, behavioral problems, personal care and mobility, and may lead small group activities as directed. The ECPA assists the teacher with general housekeeping and clerical duties as needed.
Knowledge, Skills and Abilities:
- General knowledge of the varying needs of students with disabilities
- General knowledge of the practices, methods and techniques used in the teaching of the exceptional children population
- General knowledge of the activities performed by the lead teacher
- General knowledge of the daily routines of the classroom
- General knowledge of student handbook rules and regulations
- General knowledge of procedures to follow in an emergency
- General knowledge of Montessori philosophy, teachings, and practices
- General knowledge of the curriculum for the assigned grade(s)
- General knowledge of Positive Discipline
- General knowledge and understanding of behavior strategies/interventions
- Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity
- Ability to motivate students
- Ability to respond appropriately in emergency situations and to remain calm in stressful situations
- Ability to operate necessary equipment (adaptive, audio visual, computer, etc.)
- Ability to maintain files and information
- Ability to take direction from lead teacher and director
- Ability to understand and follow oral and written instructions
- Ability to establish and maintain effective professional relationships with teachers, colleagues, parents, students, and administrators
- Ability to adapt to individual needs of teachers and students and work with interruptions
- Ability to understand, manage and relate to students who have may behavioral problems, cognitive and physical disabilities
- Strong classroom management skills to assist in maintaining order and discipline in the classroom
- Skills to assist with data collection
- Competency in basic skills such as reading, math, spelling and grammar
- Has punctual and dependable attendance
- Has good decision making skills
- CPI trained (Required to have or willing to be trained)
Essential Duties and Responsibilities:
- Assist with the delivery of special services for students
- Assist classroom teacher with performing specific duties assigned or undertaking specialized tasks to achieve and enhance instructional and behavioral objectives
- Work with individual students, small groups or large groups as assigned by the teacher
- Assist with behavior modifications as requested by the teacher
- Lift, move and operate equipment
- Assist students with personal care tasks, including but not limited to, bathroom, clothing, hygiene, diapering, toileting, and wash-up routines
- Escort, monitor and maintain supervision of students as assigned within a variety of school environments such as to and from events, classes, lunch, and other activities as needed according to the IEP and approved policies and procedures students as assigned by teacher or administrator
- Assist students with mobility needs (ex., lifting and positioning, assisting in and out of wheelchair, loading and unloading from transportation, navigating in and around the school and on field trips)
- Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment
- Report student concerns directly and expeditiously to the teacher and assist with student resolution as deem appropriate
- Assist with breakfast, lunch, snack, including clean-up if needed
- Maintain various confidential records and files
- Participate in trainings, meetings, and other professional development activities as directed by the school or department
- Perform additional duties as requested by the teacher or administrator
Behavioral Support (1:1 and small group)
- Assist teacher with preparing the environment for activities; greet students upon arrival; assist students with belongings; supervise activities, escort students to transportation upon dismissal
- Provide direct behavior intervention support across settings as needed
- Reinforce learning in small groups; provide one-to-one individual assistance; supervise small groups; assist students with independent lessons and projects
- Constantly monitor the behavior of the students and employ strategies as necessary to mitigate behavioral issues; respond to inappropriate behavior as instructed by the teacher; supervise play time and situations where the classroom teacher is out of the room
- Collaborate with the teacher to incorporate information outlined in the IEP or provided by parents, doctors, therapists, counselors, etc. in order to understand the needs of and provide for appropriate services for students.
- Assist teacher in performing general housekeeping duties to ensure the learning environment is prepared daily (i.e., set up various equipment each morning; put equipment away at the end of the day, sanitize mats, toys, equipment with wipes; ensure student equipment is in proper working condition)
- Coordinate with teachers, specialists, administrators, other assistants and staff as directed by the teacher
- Engage in crisis intervention techniques as a last resort to maintain the safety and security of the student and others
- Collects and charts progress monitoring data for IEP goals (academic and behavioral), BIPs or contracts as assigned by the teacher
Working Conditions and Physical Demands:
Work is considered medium physical work requiring the exertion of up to 40 pounds of force. Position entails significant walking, bending, standing, stooping, kneeling, crouching, reaching, some pushing and/or pulling, climbing and balancing, running short distances, and possible interventions in order to maintain a safe learning environment. Assignment may require the ability to physically move students or equipment, position students in specialized equipment and assist with toileting needs or bathroom supervision.
Work Environment:
Employees in this position are required to work in indoor and outdoor environments, and come into direct contact with staff, students and the public.
Experience:
- High School Diploma or GED required
- Experience working with exceptional children
- Training and/or experience in utilizing specialized instructional techniques such as behavior intervention strategies, picture exchange communication systems, and social stories preferred.
Disclaimer:
This is a list of general duties and responsibilities of this position. This is not an exhaustive list and should not be considered as an inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This list can be revised by the supervisor, with HR review and approval at any time.
Part-Time Aftercare Teacher
Sterling Montessori is seeking to hire a Part-Time After-care Teacher to work with children ages 3-6. Ideal candidates should have experience working with young children and either be familiar with the Montessori philosophy or be willing to learn, as training will be provided. This position requires working from 3:00 pm to 6:00 pm under the guidance of the Aftercare Supervisor.
This person should possess the following qualities:
- A love and passion for working with children
- Strong classroom management skills
- Ability to build strong professional relationships with the staff and parents at Sterling Montessori.
- Punctual and dependable in attendance
- Good judgment and decision-making skills
Please send a cover letter, resume and three references to HR at hr@sterlingmontessori.org
Substitute Teachers
Sterling Montessori Academy and Charter School is always interested in adding substitute teachers to our on-call list. We use this list to provide coverage in our classrooms (Children’s House – Middle School) when a teacher is out.
The first step towards becoming a substitute at Sterling is to view our Substitute Presentation for more information and requirements. We look forward to hearing from you.
