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Asheville City Schools Job Description

Job Title: SEL Related Arts Teacher - Valid NC Licensure Required

Job Status: Full-Time/10-Month

Location: Claxton Elementary School

Contact: Corey.Simons@acsgmail.net

Position Overview

The Student Wellbeing Specialist operates as a core "Related Arts" teacher (similar to Art, Music, or PE). In this role, you will see all elementary classes on a rotating schedule to deliver universal, Tier 1 Social-Emotional Learning (SEL) instruction. Using arts and literacy as a medium, this specialist builds student resilience, emotional literacy, self-regulation strategies, and peer connection. This position integrates the CASEL framework with restorative practices and Teaching for Justice Social Justice Standards to align with Claxton's core values.

Specific Duties and Responsibilities

 Primary Responsibility: Tier 1 Specialist Instruction

• Deliver Weekly Related Arts Instruction: Teach a regular schedule of weekly, universal Tier 1 wellbeing classes to all grade levels (K-5) across the school.
• Facilitate Arts & Literacy Integration: Design and implement high-quality, engaging lessons that use the arts and children's literature as the primary mediums for SEL exploration.
• Teach Nervous System & Regulation Literacy: Help students develop a concrete vocabulary around their emotional and nervous system responses, and explicitly practice actionable self-regulation strategies.
• Foster School-Wide Belonging & Identity: Cultivate a classroom culture where students build strong community bonds, practice communication/conflict-resolution, and develop personal identity alongside respect for the identities of others.
• Implement Core Frameworks: Embed evidence-based CASEL strategies, restorative practices, and Teaching for Justice standards directly into the daily curriculum.
• Champion School Culture & Student Leadership: Empower student voice by supporting student leadership initiatives across the school; help anchor community-building structures such as CREW and school-wide Hive Circles to reinforce a cohesive, positive school climate
• Instructional Coaching & Collaboration: Provide targeted coaching to help classroom teachers implement Tier 1 regulation and restorative strategies; simultaneously collaborate with Student Support Specialists to align data and strategies that support targeted Tier 2 interventions. Facilitate professional development, workshops, or staff-meeting mini-sessions as needed.
• Data Analysis & Systems Integrity: Collect and analyze school-wide behavioral data-including Tier 2 and Tier 3 intervention metrics, office discipline referrals, and universal screeners; ensure all data systems are utilized with high integrity, support classroom teachers in navigating data platforms, and collaborate closely with the School Counselor to pivot Tier 1 specialist instruction to directly address emerging school-wide behavioral trends.
• Collaborate with the Behavior Wraparound Team: Serve as a partner on the school's student behavior wraparound team, providing insights on student progress observed during the specialist rotation. Utilize Tier 1 classroom observation and behavior data to help identify students who may need targeted Tier 2 or Tier 3 interventions

Professionalism, Communication & School Operations

• Family & Staff Communication: Maintain communication with families via Parent Square regarding school-wide wellbeing themes. Coordinate periodically with classroom teachers to share student progress and strategies.

School Community Participation: Participate in required staff meetings, professional development, and school-wide community/family engagement events. Perform other duties as assigned by the School Principal.

ADDITIONAL JOB FUNCTIONS

Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. 
Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. 
Follows a plan for professional development and demonstrates evidence of growth.

MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds.  Physical demand requirements are for Light Work.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information.  Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read and write simple forms. 

Intelligence:  Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.  Must be able to communicate effectively both verbally and legibly in Standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.

Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology.

Manual Dexterity:  Requires the ability to handle a variety of items, such as maintenance equipment and classroom supplies.   Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors or shades of color.

Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under average levels of stress.