ITIN Special Education/Resource Teacher6-2027
Kanawha County Public Schools, Dunbar, WI, United States
ITIN Special Education/Resource Teacher
Job ID: 25106
Position Type: Elementary School Teaching
Date Posted: 4/27/2026
Closing Date: 05/01/2026
FLSA STATUS:
Exempt
EMPLOYMENT TERM:
Minimum 200 days annually.
SALARY:
Pursuant to WV Code §18A-4-2, in accordance with Kanawha County Teacher Salary Schedule, commensurate with experience and education level.
EVALUATION:
Performance in this position will be evaluated by the building principal/immediate supervisor and in accordance with WV State Code §18A-2-12, WV State Board Policy 5310, and KCS G48A.
JOB SUMMARY
The KCS START Special Education Teacher provides special education instruction, behavioral support, and case management services to students with disabilities enrolled in the START Program, a supportive, therapeutic kindergarten option designed for students who need intensive assistance with emotional regulation, behavior, school readiness, and transition to the school setting. The teacher is responsible for ensuring that students with disabilities receive specially designed instruction, accommodations, modifications, behavioral supports, and other services in accordance with their Individualized Education Programs (IEPs), while helping create a structured, nurturing, and highly supportive classroom environment that promotes students’ emotional, behavioral, social, and academic growth. The teacher will work collaboratively with the START Kindergarten Teacher, school staff, related service providers, and community mental health partners to help students build the confidence and readiness needed for success in school.
GENERAL PERFORMANCE REQUIREMENTS AND RESPONSIBILITIES
Responsible for providing special education instruction and support to students with disabilities enrolled in the START Program in accordance with their Individualized Education Programs (IEPs).
Responsible for serving as the case manager for special education students in the program, including oversight of IEP development, implementation, progress monitoring, compliance, and required documentation.
Responsible for co-planning and co-teaching with the START Kindergarten Teacher to deliver standards-based instruction and IEP services and supports, including specially designed instruction, accommodations, modifications, and behavioral interventions to meet individual student needs.
Responsible for helping create and maintain a highly structured, supportive, and therapeutic classroom environment for students with significant behavioral, emotional, social, developmental, and readiness needs.
Responsible for providing instruction and support that promotes growth in emotional regulation, coping skills, communication, social interaction, school readiness, and academic development.
Responsible for using developmentally appropriate practices and evidence-based special education strategies to meet the academic, behavioral, and social-emotional needs of young learners with disabilities.
Responsible for planning and implementing personalized learning for all students based on individual strengths and needs.
Responsible for monitoring student progress and using data to inform instruction, behavioral supports, intervention planning, and IEP progress reporting.
Responsible for ensuring that accommodations, modifications, supports, and services are implemented as documented in student IEPs.
Responsible for collaborating closely with the START Kindergarten Teacher, special education staff, ECCATs, related service providers, behavior support staff, and mental health providers to support student success.
Responsible for participating in IEP meetings, eligibility meetings, reevaluations, problem‑solving meetings, multidisciplinary collaboration, and family communication to ensure continuity of support for students.
Responsible for supporting gradual transition of students into general education classroom activities with appropriate scaffolds and fading adult support, as appropriate for each child.
Responsible for implementing effective classroom management, behavior supports, de‑escalation strategies, and safe response practices to address the needs of students with documented severe behavior, trauma histories, and significant mental or emotional concerns.
Responsible for integrating 21st Century technology skills and assistive supports into instruction as appropriate for kindergarten learners with disabilities.
Responsible for maintaining strong working relationships and communication with students, families, staff, and outside support providers.
May be responsible for planning and implementing designated co‑curricular activities and/or programs at the school such as curricular fairs, awards programs, and field trips, as appropriate.
Be accountable for individual student achievement and growth in academic, social, emotional, and behavioral domains.
Willing to implement any other programs or initiatives designated by the principal for school improvement and student support.
Includes supervisory and/or other duties as assigned by the Principal.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. However, accommodations as provided below may be provided to help you perform essential job duties.
QUALIFICATIONS
Valid West Virginia teaching certificate licensing the individual in special education and the appropriate grade levels, pursuant to WV Code §18A-3-2.
Criminal background check conducted pursuant to WV Code §18-5-15c and/or §18A-3-10, as appropriate.
Meet the qualifications outlined in WV Code §18A-3-2a.
Minimum of three (3) years of teaching experience preferred.
Experience in early childhood special education preferred.
Experience working with students with special needs, significant behavioral challenges, trauma histories, autism, developmental delays, and/or social‑emotional needs preferred.
Demonstrated ability to establish and maintain a safe, supportive, and structured classroom environment.
Demonstrated ability to collaborate effectively with administrators, teachers, support staff, families, and outside agencies.
Strong communication, organization, and problem‑solving skills.
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 multimedia equipment and use repetitive motions. While performing 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 and 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 setting for recess and field trip activities.
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. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned by the Superintendent or his/her designee.
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Job ID: 25106
Position Type: Elementary School Teaching
Date Posted: 4/27/2026
Closing Date: 05/01/2026
FLSA STATUS:
Exempt
EMPLOYMENT TERM:
Minimum 200 days annually.
SALARY:
Pursuant to WV Code §18A-4-2, in accordance with Kanawha County Teacher Salary Schedule, commensurate with experience and education level.
EVALUATION:
Performance in this position will be evaluated by the building principal/immediate supervisor and in accordance with WV State Code §18A-2-12, WV State Board Policy 5310, and KCS G48A.
JOB SUMMARY
The KCS START Special Education Teacher provides special education instruction, behavioral support, and case management services to students with disabilities enrolled in the START Program, a supportive, therapeutic kindergarten option designed for students who need intensive assistance with emotional regulation, behavior, school readiness, and transition to the school setting. The teacher is responsible for ensuring that students with disabilities receive specially designed instruction, accommodations, modifications, behavioral supports, and other services in accordance with their Individualized Education Programs (IEPs), while helping create a structured, nurturing, and highly supportive classroom environment that promotes students’ emotional, behavioral, social, and academic growth. The teacher will work collaboratively with the START Kindergarten Teacher, school staff, related service providers, and community mental health partners to help students build the confidence and readiness needed for success in school.
GENERAL PERFORMANCE REQUIREMENTS AND RESPONSIBILITIES
Responsible for providing special education instruction and support to students with disabilities enrolled in the START Program in accordance with their Individualized Education Programs (IEPs).
Responsible for serving as the case manager for special education students in the program, including oversight of IEP development, implementation, progress monitoring, compliance, and required documentation.
Responsible for co-planning and co-teaching with the START Kindergarten Teacher to deliver standards-based instruction and IEP services and supports, including specially designed instruction, accommodations, modifications, and behavioral interventions to meet individual student needs.
Responsible for helping create and maintain a highly structured, supportive, and therapeutic classroom environment for students with significant behavioral, emotional, social, developmental, and readiness needs.
Responsible for providing instruction and support that promotes growth in emotional regulation, coping skills, communication, social interaction, school readiness, and academic development.
Responsible for using developmentally appropriate practices and evidence-based special education strategies to meet the academic, behavioral, and social-emotional needs of young learners with disabilities.
Responsible for planning and implementing personalized learning for all students based on individual strengths and needs.
Responsible for monitoring student progress and using data to inform instruction, behavioral supports, intervention planning, and IEP progress reporting.
Responsible for ensuring that accommodations, modifications, supports, and services are implemented as documented in student IEPs.
Responsible for collaborating closely with the START Kindergarten Teacher, special education staff, ECCATs, related service providers, behavior support staff, and mental health providers to support student success.
Responsible for participating in IEP meetings, eligibility meetings, reevaluations, problem‑solving meetings, multidisciplinary collaboration, and family communication to ensure continuity of support for students.
Responsible for supporting gradual transition of students into general education classroom activities with appropriate scaffolds and fading adult support, as appropriate for each child.
Responsible for implementing effective classroom management, behavior supports, de‑escalation strategies, and safe response practices to address the needs of students with documented severe behavior, trauma histories, and significant mental or emotional concerns.
Responsible for integrating 21st Century technology skills and assistive supports into instruction as appropriate for kindergarten learners with disabilities.
Responsible for maintaining strong working relationships and communication with students, families, staff, and outside support providers.
May be responsible for planning and implementing designated co‑curricular activities and/or programs at the school such as curricular fairs, awards programs, and field trips, as appropriate.
Be accountable for individual student achievement and growth in academic, social, emotional, and behavioral domains.
Willing to implement any other programs or initiatives designated by the principal for school improvement and student support.
Includes supervisory and/or other duties as assigned by the Principal.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. However, accommodations as provided below may be provided to help you perform essential job duties.
QUALIFICATIONS
Valid West Virginia teaching certificate licensing the individual in special education and the appropriate grade levels, pursuant to WV Code §18A-3-2.
Criminal background check conducted pursuant to WV Code §18-5-15c and/or §18A-3-10, as appropriate.
Meet the qualifications outlined in WV Code §18A-3-2a.
Minimum of three (3) years of teaching experience preferred.
Experience in early childhood special education preferred.
Experience working with students with special needs, significant behavioral challenges, trauma histories, autism, developmental delays, and/or social‑emotional needs preferred.
Demonstrated ability to establish and maintain a safe, supportive, and structured classroom environment.
Demonstrated ability to collaborate effectively with administrators, teachers, support staff, families, and outside agencies.
Strong communication, organization, and problem‑solving skills.
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 multimedia equipment and use repetitive motions. While performing 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 and 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 setting for recess and field trip activities.
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. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned by the Superintendent or his/her designee.
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