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Exceptional Children Preschool Itinerant Teacher

North Carolina Jobs · Administrative Office, United States Of America · Onsite

2025-11-15 13:00:00.0

Exceptional Children Preschool Itinerant Teacher

North Carolina Jobs · Administrative Office, United States Of America · Onsite

2025-11-15 13:00:00.0

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Exceptional Children Preschool Itinerant Teacher

JobID: 5183

Position Type:
Exceptional Children

Date Posted:
11/14/2025

Location:
Administrative Office

District:
Chatham County Public Schools

Additional Information: Show/Hide
Exceptional Children’s Preschool Itinerant Teacher

NATURE OF WORK

This position works under the general supervision of the Director of Exceptional Children. Provides direct instructional services to preschool children according to Individual Education Plans (IEP) in the least restrictive environment typically the home, community childcare setting, or preschool. Manages a caseload of preschool aged children based on locations of children, frequency of services, and duration of sessions.

MINIMUM TRAINING AND EXPERIENCE
Hold or be qualified to hold a North Carolina Professional Educator's License in Birth to Kindergarten; Additionally must hold and maintain a valid motor vehicle operator's license according to the State of NC requirements.

PERFORMANCE RESPONSIBILITIES

Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.
Develops Individual Educational Plans (“IEP”) for students.
Encourages parental involvement in students’ education and ensures effective communication with students and parents.
Provides direct instructional services to preschool children according to Individual Education Plans (IEP) in the least restrictive environment typically the home, childcare setting, or community preschool using the North Carolina Foundations for Early Learning.
Manages a caseload of preschool aged children based on locations of children, frequency of services, and duration of sessions.
Collects ongoing student data to inform intervention support, program design, and IEP development, as a part of the teaching cycle.
Coordinates and develops individualized supports for families to empower them to best support their child; connects families with local and state-based community resources.
Stays abreast of current practices related to preschool education and participates in state and local professional development to improve own knowledge.
Perform other related duties, as assigned.

MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions;
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications, as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students, parents and teachers.
Ability to engage in self-evaluation with regard to performance and professional growth.
Extensive knowledge of federal, state, and local compliance regulations;
Extensive knowledge of best practices in special education and the development of young children;
Extensive knowledge of young children with disabilities;
Critical thinking and problem-solving skills;
Ability to work independently and complete tasks in the absence of clear direction;
Ability to organize information pulled from multiple sources;
Ability to perform data collection and analyze student data;
Ability to establish and maintain effective working relationships with system staff, staff of childcare centers, students, parents, external agencies, and the community.

TERMS OF EMPLOYMENT

Full-time for ten (10) months
Salary based on state and local salary schedules

DISCLAIMER

The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

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