Exceptional Children Self Contained Teacher; NC Adaptive Curriculum Licensure

Description

Every School. Every Student. Every Day.

Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolina’s children through the delivery of rigorous, research driven curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it.

At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect – for our teachers’ innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls.

We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow.

Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today.

As a Self-Contained AU Teacher at KIPP North Carolina, you will lead a highly structured, supportive classroom designed for students with autism in grades K–5. Your classroom will provide a safe, predictable environment that balances academic instruction with the development of communication, independence, functional life skills, and social-emotional regulation. The objective is to help each student build the skills necessary for greater independence and, when appropriate, increased participation in less restrictive environments.

• Typical class size: 6–8 students, in alignment with North Carolina DPI requirements for AU self-contained classrooms.
• A Teacher Assistant (TA) is assigned to the classroom to provide additional instructional and behavioral support.
• Students’ goals may include academic skills, communication development, functional life skills, behavior regulation, and social interaction, depending on their IEPs.

• Reports directly to the School Principal.
• Receives additional coaching, compliance support, and professional development from the EC Program Specialist and Managing Director of Student Support Services.
• Collaborates closely with general education teachers, related service providers (speech, OT, PT, ABA/behavior specialists), and IEP teams to ensure cohesive supports.
• Supported daily by a Teacher Assistant in instruction, behavior support, and classroom management.

• Provide specially designed instruction (SDI) to K–5 students with autism in a self-contained classroom setting, aligned to their Individualized Education Plans (IEPs).
• Implement structured teaching approaches (e.g., TEACCH, visual schedules, structured work systems) to support student engagement, independence, and generalization of skills.
• Utilize the general education curriculum, research-based programs, and evidence-based practices (e.g., ABA strategies, social narratives, task analysis) to deliver academic, behavioral, communication, and social-emotional instruction.
• Collaborate with related service providers (speech-language pathologists, occupational therapists, behavior specialists, etc.) to embed communication systems (e.g., AAC devices, PECS) and sensory supports within daily routines.
• Provide direct instruction and/or support in functional and self-help skills such as toileting, dressing, feeding, hygiene, positioning, and safety awareness as needed.
• Develop and ensure consistent…