Teacher of Behavior Support

Openings as of 5/1/2026 force display?

True Openings as of 5/1/2026

Teacher of Behavior Support JobID:

62729

Position Type:

Elementary Teaching/ Elementary Teacher Date Posted:

4/23/2026

Location:

Hillsboro Elementary School Closing Date:

05/01/2026

County:

Pocahontas County Schools Position:

Teacher of Behavior Support 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. Certification and experience with students with behavioral challenges preferred 4. Strong understanding of behavioral analysis, psychology, and counseling techniques preferred 5. Criminal background check conducted pursuant to WV Code §18-5-15c and/or §18A-3-10, as appropriate. 6. Meet the qualifications outlined in WV Code §18A-3-2a.

Job Summary:

Under the direction of the Building Principal, Director of Special Education, the Licensed Special Education / Behavior Support Teacher develops and provides a structured and supportive environment for students with behavior challenges. The classroom, structured within a Multi-Tiered System of Support (MTSS) framework, shall be designed to help students develop positive behaviors, improve coping mechanisms/skills, and achieve greater independence and social integration. Students assigned to this classroom may have IEPs or be in the Student Assistance Team (SAT) process. 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. Ø

Trauma-Informed Care:

The understanding that some behaviors stem from mental health needs or trauma, requiring support that fosters safety and predictability.

Strategies/Focus:

Ø Structured Environment â€" creating a stable and predictable environment that helps students feel secure and understood Ø Supportive Staff â€" understanding each student's needs to ensure appropriate placement for a variety of learning activities Ø Individualized Support â€" collaborating with staff, parents, students, and/or outside agencies to choose the most appropriate or least restrictive learning environment for each student Ø Behavior Support Strategies â€" implementing research-based, results-oriented strategies such as setting clear expectations, pre-correcting and prompting, respectful redirection, nonverbal signals/cues, and individualized behavior plans Ø Preventive Strategies â€" ensuring frequent home/school communication, classroom organization, lesson preparation, and de-escalation techniques are implemented Expectations /

Duties and Responsibilities:

• Develop and implement behavior support plans/goals for assigned students to include present levels of educational and behavioral performance, special education needs (if applicable), instructional goals and objectives, and the special education and/or related services required to meet those goals.
• Conduct functional behavior assessments to identify underlying causes of behaviors
• 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 student's behavior plan and/or IEP.
• Provide direct instruction in core academic areas tailored to each student's needs
• 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.
• Provide crisis intervention and de-escalation techniques when necessary and remain up-to-date on recommended techniques/strategies through ongoing training
• 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, adaptive equipment, behavior modification plans and other similar interventions to meet the needs of students with behavioral challenges and/or disabilities.
• Create a positive learning experience with emphasis in individualized instruction using appropriate sources including technological resources/assistive technology, as needed.
• 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, interventions, and behavioral incidents
• Support the development of social skills, emotional regulation, and copies strategies 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 behavioral management
• 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. Email To A Friend Print Version Postings current as of 5/1/2026 1:21:46 AM CST. Powered by Aspex Solutions

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