Not to exceed 4 candidates.

Posting Dates:  May 13, 2019- Until Filled

Location:  Itinerant/To be Determined

Supervisor:  Principal Assigned

Certification:    

Possess a minimum of a bachelor’s degree from a regionally accredited institution of higher education with an overall GPA of 2.5. In addition, applicant must have either have achieved required Praxis Core Academic Testing scores or provide documentation that allows exemption of Praxis Core Testing requirements (See Attached Special Education Alternate Certification Program Description).

Budget Source: State Aid/Local

Employment Term:         Upon approval through June 30, 2020

Application Process:      Submit a letter of interest, a bid sheet, transcript confirming degree, a resume, and documentation of required acceptable scores on the Praxis Core Academic Tests or documentation that allows exemption from the preliminary Praxis testing requirements (see attached Special Education Alternate Certification Program Description) to the personnel office via the online Talent Ed system available on the Preston County Schools website by 4:00 PM on the closing date. Interviews will also be required following initial screening of submitted applications.

Responsibilities:

1. Implement a program of study;
2. Foster a classroom climate conducive to learning;
3. Utilize instructional management system models which increase student learning;
4. Monitor student progress toward mastery of instructional objectives, goals, content standards;
5. Communicate effectively within the educational community and with parents on a regular basis;
6. Meet professional responsibilities;
7. Demonstrate competency in the knowledge and implementation of technology standards;
8. All additional professional responsibilities (i.e. attendance of required monthly meetings, enrollment and completion of required coursework, completion and achievement of required scores on all required Praxis exams, etc.) are included in the Special Education Alternate Certification Program Description.

Minimum Qualifications:

1. Have or be eligible for appropriate certification for the position subjects(s) and grade level(s) as required in West Virginia Policy 5202;
2. Clearance of any criminal convictions as listed in House bill 146;
3. Successfully carry out the responsibilities of the position;
4. Applicants who have been dismissed or who have had their contracts non-renewed for cause by  another school district are not eligible for consideration;
5. Satisfactory references concerning past performance;
6. Satisfactory past evaluations.
7. All additional qualifications and requirements are included in the Special Education  Alternate Certification Program Description.

Performance Criteria:

Program of Study:

1. Provide curricula required by the State of West Virginia and according to the IEP.                                                                                                                                                                                      
2. Base instruction on adopted curriculum for the school;
3. Demonstrate accurate and current knowledge in subject field;
4. Develop appropriate lessons to teach instructional objectives;
5. Employ a variety of instructional strategies to augment achievement;
6. Utilize content scope and sequence in planning.
7. Accommodate individual learning differences;
8. Create and maintain an environment which supports learning;
9. Communicate with parents.

Classroom climate: Provide an atmosphere conducive to learning consistent with school/county mission                                                                                                                                mission.

1. Follow established school discipline procedures which include the West Virginia code of Conduct;            
2. Establish procedures and rules which enhance learning;
3. Encourage student attendance;
4. Set high positive expectations for student performance;
5. Encourage and acknowledge individual student accomplishments and appropriate behavior;
6. Treat students in a fair and equitable manner;
7. Accommodate individual learning differences;
8. Create and maintain an environment which supports learning;
9. Communicate with parents.

Instructional Management Systems: Organize strategies for teaching to maximize the use of allocated instructional time to increase student learning.

1. Prepare and implement lesson plans;
2. Begin lesson on instructional activity with a review of precious material, as appropriate;
3.    Have materials, supplies and equipment ready at the start of the lesson or instructional activity;
4. Introduce the instructional activity and specify instructional objectives;
5. Direct and adequately supervise students to be on task quickly at the beginning of each instructional activity;              
6. Present reading, writing, speaking and listening strategies using concepts and language which students understand;        
7. Provide relevant examples and demonstrations to illustrate concepts and skills;
8. Assign developmentally appropriate tasks;
9. Provide instructional pacing which ensures student understanding;
10. Maximize student time on task;
11. Make effective transitions between instructional activities;
12. Summarize the main point(s) of the instructional activity;
13. Encourage students to express ideas clearly and accurately;
14. Incorporate higher level thinking skills;
15. Assist students to develop productive work habits and study skills, enabling communications with parents as needed;                    
16. Provide remediation activities for students;
17. Design, deliver and assess student learning activities addressing the state adopted content standards and/or instructional goals and objectives;  
18. Integrate a variety of technology applications and learning tools to augment student achievement.

Student Progress: Gather, store and monitor data related to student learning for use in assessing progress toward achieving the instructional objectives and according to IEP.

1. Following grading policies and regulations;
2. Maintain accurate and complete student records;
3. Monitor and evaluate student progress;
4. Provide feedback on student work;
5. Monitor student attendance.

Communication: Communicate with students, parents, educational personnel and others.

    1.  Utilize standard grammar, listening skills and clarity in the presentation of ideas;

    2.  Communicate student progress according to established procedures and policies;

    3.  Communicate regularly and effectively with students, co-workers, parents/ guardians

         and the community and exhibit appropriate interactive skills;      

    4.  Follow confidentiality procedures regarding students, parents/ guardians and fellow 

         staff members;

    5.  Speak and write standard English clearly, correctly and distinctly;

    6.  Determine and utilize appropriate community resources.

Professional Work Habits: Demonstrate behavior which reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication).

1. Adhere to established laws, policies, rules and regulations;
2. Interact appropriately with students, other educational personnel and parents;
3. Participate in activities which foster professional growth;
4. Be punctual with reports, grades, records and reporting to work;
5. Perform assigned duties;
6. Strive to meet county and school goals.

Technology Standards: Demonstrate competency and knowledge in the implementation of Technology standards identified by the West /Virginia Board of Education policies which are based on the International Society for Technology in Education (STE) Standards.

             1.  Demonstrate a sound understanding of technology operations and concepts;

             2.  Plan and design effective learning environments and experiences supported by

                  technology;

             3.  Implement curriculum plans that include methods and strategies for applying

                  technology to maximize student learning;

             4.  Apply technology to facilitate a variety of effective assessment and evaluation 

                  strategies;

             5.  Use technology to enhance productivity and professional practices;

             6. Understand the social, ethical, legal and human issues surrounding the use of

                  technology in Pre K-12 schools and apply that understanding in practice.

Special Education Alternate Certification Program Description—Attachment 1

Candidate Eligibility Requirements:

• Vacancy: A candidate for the alternate certification program for the education of teachers may be accepted only when a vacancy must be advertised at least twice (ten working days) pursuant to WV Code 18A-3-1a, and if no certified teacher applies.
• Possess a minimum of a bachelor’s degree from a regionally accredited institution of higher education with an overall GPA of 2.5.
• Prior to being hired at the district level as an alternative program participant, program candidates in the special education teaching path of a WVDE-approved program for alternate certification must submit to WVDE and the alternative program provider passing scores on WVDE-approved pre-professional skills test or tests (see chart below indicating required tests and acceptable scores), or evidence of a qualifying exemption as described in Policy 5202 (See Exceptions in bolded italics below). Requirement and registration information for the Praxis Exam series can be found at the following link: https://www.ets.org/praxis/wv/requirements

To Be Certified in                You Need to Take                             Test Code       Qualifying

                                                                                                                     Score

All Areas                       Core Academic Skills for Educators:            5712             156

                                    Reading

                                    and

                                    Core Academic Skills for Educators:            5722             162

                                    Writing

                                    and

                                    Core Academic Skills for Educators:            5732             150

                                    Mathematics

                                    (On-screen four-function calculator provided)

Persons who meet one or more of the following criteria may be exempt from the Praxis Core Academic Skills for Educators (Core).

1. hold certification through the NBPTS
2. hold or have held a West Virginia Professional Certificate
3. hold a master's degree from an accredited institution of higher education
4. attained, from a single administration, a qualifying score on the American College Test (ACT) or Scholastic Achievement Test (SAT) as listed below:

        a.  ACT

             i.  a composite score of 25 (prior to November, 1989)

             ii. a composite score of 26 on the ACT enhanced (effective November, 1989)

        b.  SAT

             i.  a combined score of 1035 (prior to April, 1995)

             ii. a combined score of 1125 on the re-centered SAT (effective April, 1995)

             iii.  a score of 1170 on the revised SAT using the combined Critical Reading

                  and Math score (effective March 2005)

             iv.  a score of 1240 on the New SAT using the combined Evidence-Based Reading

                  and Writing score and Math score (effective May 2016-the Present)

    5.  hold a valid out-of-state certificate in the content area

    6.  successfully completed three years of experience within the last seven years in one or

         a combination of specializations recognized on an out-of-state professional certificate

         valid during those three years.

• Candidates must also meet these additional requirements: hold US Citizenship; be of good moral character; be physically, mentally, and emotionally qualified to perform the duties of a teacher; be at least 18 years of age; receive a formal offer of employment from a county superintendent in an area of critical need and shortage; qualify for employment in public schools after a criminal history check is made pursuant to WV Code 18A-3-10; submit a completed employment application; candidate will enroll in one of the approved institutes of higher education; and meet other requirements for teacher licensure pursuant to Policy 5202 and WV Code 18A-3-1.
• Prospective alternate certification candidates will be required to apply to be selected as a board-approved candidate. Upon being notified of being a board-approved alternate certification candidate, the individual should begin bidding on posted special education vacancy positions. Once a position has been posted twice without a certified candidate, a board-approved alternate certification candidate can then be recommended and hired in the position for the coming academic year (2018-19).
• Upon being hired into a vacant special education position for the 2018-19 school year, the individual will need to enroll for required coursework through Fairmont State University (a total of five courses that amount to nine total credit hours will be required). Fairmont State representative, Dr. Carolyn Crislip-Tacy (carolyn.crislip-tacy@fairmontstate.edu) will follow up with board-hired alternate certification teachers to assist with registration for required coursework during the first and second semesters (See Attachment).

• Candidates will be expected to provide daily instruction to assigned students for the entire instructional year and adhere to stipulated support, observation, and supervision requirements.

  • A professional support team composed of a Superintendent Designee, School Principal, COSE representative, and District Mentor Teacher will be required to meet on a monthly basis with the candidate.
  • In addition, candidates will be required to be formally observed via a WVDE evaluation model on a weekly basis during the 1^st Semester and bi-weekly during the 2^nd Semester.
  • A 45-minute performance assessment is required every eight weeks by the Principal.
  • Following, these required activities, the team will be required to complete a final evaluation recommendation (including recommendation for professional licensure) to be submitted to WV State Superintendent of Schools.
  • Recommendation for licensure shall include signatures of the (1) Alternate Certification Program Teacher; (2) Principal; (3) District Superintendent; and (4) At least one member of the Professional Support Team.
  • It is stipulated that “all final decisions on the progress of the alternate certification teacher shall rest with the principal.”
• At the conclusion of the alternative certification program, teachers in the special education teaching path completing a WVDE-approved alternative certification program to prepare highly qualified special education teachers shall be required to meet the proficiency score(s) in special education content and the state competencyexams in pedagogy as identified in Appendix B of Policy 5202.  
  • Praxis Test # 5622 Principles of Learning & Teaching (Grades K-6) with a score of 160; and/or
  • Praxis Test #5623- Principles of Learning & Teaching (Grades 5-9) with a score of 160; and/or
  • Praxis #5624- Principles of Learning & Teaching (Grades 7-12) with a score of 157}. in addition
  • Praxis Test #5543 Multi-Categorical with a score of 153 will be required for all participants.
• In addition to the required coursework via Fairmont State University and ETS Praxis testing requirements, candidates will also be required to complete (6) hours of coursework from an accredited higher education institution to obtain their Autism Certification (many PCS employee have completed this required coursework via Ohio Valley University, with registration information found at the following link: https://ovu.edu/admissions/apply-now/ovu-spedi-app.html
• Step 1: Ensure that you are an active substitute teacher employed by the Preston County Board of Education (if not, please visit www.prestonboe.com and obtain a Professional Personnel Application and Professional Bid Sheet) found under the Employment Opportunities tab and submit to the personnel office. {ASAP}
• Step 2: Complete and/or ensure that you have fulfilled the minimum requirements as stipulated above (i.e. Bachelor’s degree with 2.5 GPA and passing scores on the Praxis Core Basic Skills Tests or meet the criteria for exemption status as detailed above.) {ASAP}
• Step 3: Apply for the posting to become a board-approved alternate certification candidate for the 2018-19 school year {Likely April 2018}
• Step 4: Upon board-approval as an alternate certification candidate, begin bidding on posted special education vacancies. {Likely May-July 2018}
• Step 5: Upon being hired into a vacant special education position for the 2018-19 school year that has been posted at least twice with no certified candidates, the alternate certification candidate will work with officials from Fairmont State University to register for required coursework (five courses for a total of nine credit hours to be completed during the 1^st and 2^nd Semesters)
• Step 6: Alternate certification candidate will work a complete academic year in the assigned position and adhere to all stipulated support, observation, and supervision requirements of the alternate certification process as detailed above.
• Step 7: Following successful completion of teaching responsibilities, alternate certification candidates will be required to complete all testing and/or additional coursework requirements as stipulated above.
• Step 8: Following the successful completion of all required aspects of the alternate certification program and pending the recommendation and acceptance of the professional support team’s recommendation to the WV State Superintendent of Schools, the alternate certification candidate can then apply for their fully accredited special education teaching license with the WVDE Office of Professional Certification.