Teacher of College and Career Readiness/Related Arts and Interventionist

Position: Teacher of College and Career Readiness/ Related Arts and Interventionist

Location: Hillsboro Elementary School

Classification: Professional 

Reports To: Building Principal 

Evaluation: Evaluations conducted as defined in West Virginia Board of Education Policy 5310 and PCBOE Policy 3220. FLSA STATUS:

Exempt Contract: 200-day contract 

Salary: State Minimum Salary Schedule and Compensation Package can be found at: https://boe.pocahontas.k12.wv.us/page/employment

Term of Employment: 2026-2027 School Year

Certification / Qualifications:

1. Meet minimum Standards for Certification as set forth by the West Virginia Board of Education Policy 5202 in Minimum Requirements for the Licensure of Professional Personnel and the qualification as outlined in West Virginia §18A-4-7a

2. Valid teaching certificate licensing the individual to teach in the specializations and grade levels applicable to the assignment pursuant to WV Code §18A-3-2.

3. Criminal background check conducted pursuant to WV Code §18-5-15c and/or §18A-3-10, as appropriate.

4. Meet the qualifications outlined in WV Code §18A-3-2a.

Job Summary:

In addition to WVCCR standards for core subjects, this position will be based on the following WVBE content standards and expectations:

1. WVBE Policy 2520.19 – West Virginia College and Career Readiness Dispositions and Standards for Student Success for Grades K-12, which defines the content standards for assisting all students to achieve school success in grades K-12, and prepares students for seamless and successful entry into post-secondary education, the military, or the workforce.

2. WVBE Policy 2520.9 – West Virginia College and Career Readiness Standards for the Arts, which defines the content standards for the program of study required by Policy 2510 in areas of dance, music, theatre, and visual arts.

The CCR/Related Arts and interventionist teacher will implement teaching strategies that help students develop strong self-regulation and problem-solving skills within the context of positive relationships, effective communication, and self-evaluation. Additionally, this position will require direct instruction for elementary music and art that will further enhance the development of students' problem-solving and critical thinking skills and their abilities to create, express, connect, and explore various forms of the arts.

The interventionist responsibilities will be based on the MTSS structure of the school, and student performance data.

Frameworks for Implementation:

Ø PBIS (Positive Behavioral Interventions and Supports): A three-tiered framework (universal, targeted, intensive) that promotes social-emotional competence and provides appropriate supports and monitoring to ensure student success.

Ø MTSS (Multi-Tiered System of Supports): A preventive framework that uses data-based decision-making to provide the appropriate tier(s) of support, based on student need and progress.

Strategies/Focus:

Ø Supportive Environment – creating a supportive learning environment that provides students with opportunities to thrive academically, socially, and personally

Ø Collaboration – collaborating to achieve shared learning goals, combining knowledge, skills, and perspectives to enhance understanding and problem-solving

Ø Skill Development – providing a learning environment that supports students' social and emotional development and enhances communication, social interaction, and engagement in learning activities through a variety of modalities

Ø Supportive Social Context – building a sense of community and belonging to help improve motivation and learning outcomes

Ø Personalized Approaches – recognizing and leveraging individual strengths to help tailor interventions/support to each student's unique abilities/needs through a positive and empowering learning environment

Expectations / Duties and Responsibilities:

• Develop and implement lessons to support students' social and emotional development based on WVCCRDSSS (WV College-and Career-Readiness Dispositions and Standards for Student Success)

• Develop and implement lessons to support students' social and emotional development based on WVCCRS for the elementary arts programs

• Develop and implement intervention plans for assigned students K-5 to include present levels of academic performance, instructional goals and objectives, and progress monitoring strategies

• Monitor and evaluate the effectiveness of interventions, adjusting techniques/plans as needed

• Provide research-based specialized instruction to address the instructional goals and objectives contained within each assigned student's intervention plan.

• Modify and adapt curriculum materials and learning activities to suit various learning styles and abilities.

• Develop lessons that have a clearly defined structure with supporting activities; ensure time allocations are reasonable; ensure the sequence and organization of lessons are logical and structured to increase student understanding, and the lesson sequence allows for student questions, practice, and success during each important segment and shows a discernable beginning, middle and end.

• Collaborate with general education teachers, paraprofessionals/aides, and related service providers to ensure students' comprehensive needs are met.

• Provide consultation to classroom teachers regarding classroom adaptations, instructional modifications, supplemental learning activities, and other similar interventions to meet the needs of students experiencing academic or social-emotional challenges

• Establish and maintain student control and discipline in the classroom, on school premises and during school activities.

• Document and maintain accurate records of student progress and interventions

• Support the development of social skills and emotional regulation for each student

• Establish and maintain effective working relationships with students, parents, staff, administration and the general public.

• Participate in ongoing professional development opportunities to stay current with best practices for academic and social-emotional development

• Communicate regularly with parents/guardians to provide updates on student progress.

• Perform all other related work delegated or required to accomplish the objectives of the total school program.

• Demonstrate professionalism, including being punctual, prepared, and organized for each work day, including appropriate preparations for a substitute teacher if needed.

• Commitment to maintaining confidentiality and acting ethically in all situations.

• Other duties as assigned by the Superintendent of Schools

PHYSICAL DEMANDS: The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multi-media equipment, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least 10 pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust

focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff members.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Most commonly, the educational setting is indoors with outdoor settings for recess and field trip activities. The noise level in the work environment is low to moderate (20-60 dB). Exceptions include gymnasiums as well as vocational/ technical laboratories where the noise levels may be moderate to loud (60- 90 dB). The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties performed by this position.

TO APPLY: Pocahontas County Schools only accepts bids electronically for all jobs. However, if you need assistance with your application, please contact the Pocahontas County Schools Board of Education office at (304) 799-4505. You may apply online directly from this WVDE website, or from our district website at https://boe.pocahontas.k12.wv.us/page/employment. To be considered for any position, bids must be submitted by the bid closing time on the last day of the posting for the desired position. All bids are posted a minimum of five business days. Equal Opportunity Employer Pocahontas County Schools will grant equal employment opportunity to all persons, regardless of race, religion, color, sex, national origin, age, or handicap, and there will be no discrimination based on these factors in the salary, promotion, demotion, or termination of any employee. Any discrimination concerns should be directed in writing to the Personnel Director, Pocahontas County Schools, 404 Old Buckeye Rd, Buckeye, WV 24924.