pocahontas-county-high-school Work Opportunities ∙ Page 1

Qualifications: 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

§ Minimum B.A/B.S degree in teaching from an accredited institution in the appropriate special education area.
§ Valid West Virginia Teaching Certificate.
§ Criminal background check conducted pursuant to WV Code §18-5-15c and/or §18A-3-10

Immediate Supervisor: Principal and/or Assistant Principal/Program

FLSA Status: Exempt
Evaluation: Performance in this position will be evaluated by the building principal and in accordance with WV State Code §18A-2-12 and WV State Board Policy 5310

JOB SUMMARY:

Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; Evaluates and assesses student progress against instructional objectives; follows State mandated due process procedures and functions as IEP Manager to assigned students.

Expectations / Duties and Responsibilities:
§ Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
§ Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
§ Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
§ Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
§ Schedules team meetings and works cooperatively with child study team members and others in developing instructional goals and strategies.
§ Coordinates the delivery of special education services in each student's IEP.
§ Creates a positive learning experience with emphasis in individualized instruction using appropriate sources including technological resources as needed.
§ Serves as primary contact for the parent.
§ Conducts special education evaluations and reevaluations.
§ Provides direction, supervision and evaluation of educational assistants as directed.
§ Complies with School Board policies and all state/federal rules and regulations.
§ Completes all district and state reporting requirements.
§ Thorough knowledge of the principles, practices and procedures of special education and specialty area.
§ Thorough knowledge of the principles and methodology of effective teaching of students with disabilities.
§ Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior.
§ Ability to deliver and articulate oral presentations and written reports.
§ Ability to effectively analyze needs and problems objectively.
§ Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public.
§ Perform all other related work delegated or required to accomplish the objectives of the total school program.
§ Knowledge of relevant technology includes the use of technology such as i-pads to individualize instruction.
§ Meet professional teacher education requirements of school district and state.
§ Knowledge and skills in working with children with ADD and behavior and emotional disabilities.
§ Must have the ability and proven ability to report to work on a regular and punctual basis.
§ Establishes and maintains student control and discipline in the classroom, school premises or during school activities.
§ Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures.
§ Collaborates and consults with educational professionals and community service providers (i.e., social services, public health, medical providers etc.) regarding the needs of students.
§ Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities.
§ Performs other comparable duties of a like or similar nature apparent or as assigned.
§ Maintains a quarterly record for classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities.
§ Designs lessons and units that demonstrate specialized knowledge of how to convey subject matter and is familiar with a range of effective pedagogical approaches to move students toward mastery of the West Virginia College and Career Readiness Standards.
§ The teacher and students collaborate to set goals.
§ The teacher uses formative and summative assessment data to develop learning goals and outcomes.
§ The teacher’s lesson or unit has a clearly defined structure with supporting activities. Time allocations are reasonable. The sequence and organization of lessons are logical and structured to increase student understanding. Lesson sequence allows for student questions, practice, and success during each important segment and shows a discernable beginning, middle and end.

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.

Other duties as assigned by the Superintendent of Schools