Special education teacher jobs in Dale City, VA

Preferred Qualifications: Valid Special Education license from the Hawaii Teacher Standards Board. Desired Experience: Special education classroom experience in a PK-2 school setting. Desired Knowledge: Plan and facilitate Individualized Education Plan (IEP) meetings; e xercise independent and professional judgment in carrying out daily functions; maintain an effective work pace under pressure to meet deadlines; grasp new concepts quickly and apply them effectively; work effectively with others. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website (). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . Compensation details: 51835-72941 Yearly Salary PI3db0d74f8006-30***********8

Step Into a Rewarding Career with The Stepping Stones Group! Are you a compassionate educator with a big heart and a passion for making a difference? Are you ready to change the lives of students with special needs and build a brighter future - one step at a time? We are looking for full-time Special Education Teachers to join our dynamic team in Fredericksburg, VA, and we want YOU to be part of this exciting journey! Qualifications: * Master's degree in Special Education from an accredited institution * Valid state license or certification for Special Education Teaching * Definitely a plus if you have experience working with children in a school setting, with a strong emphasis on supporting those with special needs Why Choose Us? * Empowering Students - Help kids shine with your innovative teaching techniques and a whole lot of heart. You will make every step count! * Support & Growth - Be part of a team that values YOU. From professional development to a caring network of colleagues, we are with you every step of the way. What We Offer: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Relocation assistance (for those looking for new adventures)! * Spread Pay Plan: Enjoy a consistent income throughout the year. * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Travel Positions: Explore new locations with our travel and relocation assistance. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * A workplace where you are supported, respected, and encouraged to do your best work every day. Are You Ready to Make an Impact? Join The Stepping Stones Group today, and help us build brighter futures, one student at a time. Every step you take creates a ripple effect in their world.

At Rivermont Schools, we serve students with emotional, behavioral, and developmental challenges through individualized education and therapeutic support. Our values of compassion, collaboration, and growth guide everything we do. Join us in helping students achieve their highest potential. As a Special Education Teacher at Rivermont Schools, you will create an engaging, inclusive classroom environment where students with diverse learning needs can achieve academic and personal success. You will design lessons that integrate evidence-based instruction and behavioral supports to help every student reach their goals. What You'll Need Bachelor's degree in education or a related field Eligibility for or possession of Virginia Department of Education (VDOE) certification with endorsement in special education or adaptive curriculum Strong instructional, communication, and classroom management skills Valid Virginia driver's license What You'll Do Develop and implement lesson plans aligned with Virginia Standards of Learning and individualized education programs (IEPs) Adapt instruction to meet diverse learning needs using research-based strategies and behavior analytic principles Collaborate with behavior specialists, therapists, and families to support academic and behavioral progress Assess student performance and adjust instruction to promote mastery and engagement Maintain accurate documentation of student data, progress, and compliance with state and school requirements Why You'll Love Working Here Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays Wellness perks including gym discounts, mindfulness apps, and prescription savings Tuition reimbursement, career development programs, and leadership training 401(k) retirement savings with a 4% company match and immediate vesting Health, dental, and vision insurance Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you Rivermont Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at ...@newstory.com.

Setting: School ? Make a lasting impact as a Special Education Teacher with Jackson Therapy Partners! As part of a collaborative and professionally integrated team, you'll set the learning goals for students, assess their progress, record their evaluations, and help plan for their transition to productive lives after the completion of their secondary education. Combine your passion for students with your love of adventure as a traveling school psychologist! Minimum Requirements Master's or bachelor's degree in special education from an accredited educational program Valid state special education certificate (as required) Apply now and you'll be contacted by a recruiter who'll give you more information. Benefits Designed for Traveling SPED Teachers We deeply value your commitment to impacting others, that's why we offer a comprehensive and competitive benefits package starting your first day. · Weekly, On-Time Pay because that's how it should be · Full Medical Benefits & 401k Matching Plan ·24/7 Recruiter: Your main point of contact available by text, phone or email · Competitive Referral Bonuses ·100% Paid Housing Available · Travel & License Reimbursement Impacting Students Nationwide Join Jackson Therapy Partners as a special education teacher and get the flexibility, stability, and growth you deserve. Enjoy full-time pay, benefits, and relocation assistance in travel contracts that let you explore your favorite locations while maintaining job security in diverse settings nationwide. Choose from a variety of career options including direct hire, temp-to-hire, and travel contracts using ProVenture, our AI-enhanced career app designed for healthcare and education pros. EEO Statement Jackson Healthcare and its family of companies are an EEO/AA Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sexual orientation, gender, gender identity and expression, national origin, age, disability or protected veteran status. We celebrate diversity and are committed to creating an inclusive environment for all of our associates.

$1000.00 dollar sign on bonus for new hires!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. The Special Education Coordinator will be willing to learn about Universal Design for Learning (UDL) in order to provide classroom support, coaching, and in-service workshops that merge best practices in special education with UDL. The position supports programs within organization; reports major activities to senior level administrators through conferences and reports. This is a 12 month position. Our Graduate Profile A Bridges Graduate Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. SPECIAL EDUCATION COORDINATOR RESPONSIBILITIES INCLUDE: Managing a caseload of special education students and the implementation of their IEP/504 plans in: inclusive, self-contained and pull-out settings. Ensuring appropriate delivery of both special education instruction and related services as stipulated on IEPs/504 plans. Ensuring compliance by the school with all local and Federal laws and regulation relating to students with IEPs/504 plans and students referred to special education. Ensuring that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students IEPs/504 plans. Effectively communicating to parents and guardians the special education process including process for referrals, evaluations, annual IEPs/504 plans, and re-evaluations as well as parental rights granted by IDEA. Facilitating IEP meetings using a strengths based and family centered approach Coordinating with students special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures) prior to MDT meeting. Connect with special education team to ensure all team members (including parents) are prepared for the content of the meeting. Coordinating with special education team to complete quarterly IEP progress reports and provide quarterly IEP progress reports to parents/guardians. Maintaining student files (paper and electronic) according to school and OSSE standards. Providing training and technical assistance to case managers, teachers, related service providers and support service professionals on all aspects of cases management: use of computer systems for the special education process, writing of goal writing, progress reports, annual reviews and parent communication. Ensuring IEPs are developmentally appropriate, curriculum/standards -based, strength based, and relevant to individual students. Working to maintain school and LEA tracking and data system that includes: student information related to IEPs, services, service hours, evaluations, MDT referrals, time lines in which evaluations were competed and discipline incidents. Documented. Coaching special education classroom staff to strengthen classroom practices and support classroom teams. Identifying and develops appropriate curriculum and school based assessments to support the academic growth of students with IEPs/504 plans. Supporting the planning of special education initiative and the implementation of initiatives. Integrates new developments, research findings and best practices into ongoing programs and new initiatives. Representing Bridges as a subject matter expert in contact with OSSE, Federal Agencies and non-profits concerning students with special needs. Overseeing special education inventory of equipment / materials. Gathering and report data for all reporting requirements concerning students with IEPs/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.). Examples: Child Count and COSF Maintaining a high level of knowledge regarding developing special education issues such as changes in federal and local special education policy. Advocating for special education with school leadership. Establishing and maintaining communication with parents of students in the program. Facilitating workshops / meetings for parents, as well as identifies resources for parents of students with special needs. Engaging parents and families in their students learning and acting as an ambassador for the school in the community. As appropriate connecting with students outside providers, pediatricians, and therapists to support students needs in classroom. Co-Coordinating ESY program Maintaining confidentiality of student records and student information Attend and participate in school events outside of regular school hours. Other duties as assigned. PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Have a dual Masters Degree in Elementary Education and Special Education; a Masters Degree and certification in Special Education; a Bachelors Degree and certification in Special Education; or a BA and passed the Praxis SPED exams. BA and experience in special education. Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred. Demonstrate an advanced understanding of instructional strategies for students with autism, developmental delay, specific learning disabilities, and behavior disorders. Be a strong classroom manager and team leader. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards.

Benefits: * Training & development * Competitive salary * Bonus based on performance Primrose School of Leesburg at Potomac Station is looking for a part-time Housekeeper / Resource Teacher to join our team. We offer competitive pay, bonuses and a family environment. Part-Time Housekeeper / Resource Teacher Hours: Monday-Friday, 12:00 PM - 6:00 PM About the Position: We are looking for a dependable and enthusiastic individual to join our team as a Part-Time Housekeeper / Resource Teacher. This role supports the overall cleanliness of our building and provides assistance in classrooms as needed. Key Responsibilities: Housekeeping: * Ensure the building remains clean, organized, and welcoming. * Perform light cleaning tasks, including wiping surfaces, sweeping, vacuuming, and general daily upkeep. * Manage laundry: wash, dry, fold, and distribute items as needed. * Assist with cleanup during and after activities or events. * Monitor cleaning supplies and inform the appropriate staff when replenishment is needed. Resource Teacher Support: * Provide classroom support by stepping in as needed throughout the day. * Assist with student supervision and classroom activities. * Coverage during staff breaks or absences. * Follow established classroom routines and guidance from lead teachers. Qualifications: * Experience in housekeeping, childcare, or classroom support is preferred. * Ability to multitask, take initiative, and work independently. * Comfortable working with children and supporting classroom environments. * Reliable, punctual, and able to maintain a positive, professional demeanor.

Job DescriptionBenefits: 401(k) Bonus based on performance Competitive salary Dental insurance Health insurance Opportunity for advancement Paid time off Training & development Vision insurance Job Title: Support Resource Teacher Location: Primrose School of Leesburg Schedule: MondayFriday, 9:15 a.m. 6:00 p.m. Position Overview: Primrose School of Leesburg is seeking a dependable and flexible Support Resource Teacher to assist in classrooms as needed. This role supports children and teachers across all age groups to ensure safe, consistent, and high-quality care. Responsibilities: Support classrooms from infants through preschool and after-school as assigned. Maintain a safe, nurturing, and engaging environment. Assist with activities, routines, supervision, and classroom transitions. Follow Primrose curriculum and classroom procedures. Demonstrate reliability, professionalism, and strong teamwork. Qualifications: High School Diploma or equivalent required. Experience in early childhood education preferred. Ability to adapt to different classrooms and age groups. Must meet state licensing and background check requirements. What We Offer: Supportive team environment Ongoing training and development Opportunities for career growth

Job Description A PE-ID Special Educator provides special education early intervention services to children aged birth-3 who are developmentally delayed, demonstrate atypical development or who are diagnosed with a syndrome or condition that is has a high probability of such. Special education intervention follows the parent coaching model and is centered around cognitive and play skill development. Because all early interventionists are cross trained to provide some intervention in each of the 5 areas of development, intervention may also focus on fine and gross motor development, language development, self-help/adaptive skill development and sensory integration. Job duties include being part of collaborative assessment team to provide developmental assessments to our clients. Work is performed under general supervision and is guided by agency and PE-ID policies and procedures, Part C Practice Manual quality assurance, public and private payor guidelines, professional practices to include ethical standards related to client interactions, and state and federal licensure and accreditation regulations and guidelines. DUTIES AND RESPONSIBILITIES Administers, analyzes and interprets results of standardized assessment instruments to evaluate and assess infant/toddler's cognitive, language and social/emotional development and self‑help skills; interviews parents/caregivers as part of assessments and prepares related reports. Develops appropriate goals and provides direct therapeutic intervention strategies integrated with family routines. Conducts parent training including modeling, teaching, and coaching play-based techniques. Provides support for parents and teaches parenting skills dependent on the child's individual needs as well as behavior modification techniques. Provides service coordination to families in accordance with Part C of IDEA and documents in chart. Works as part of a collaborative team with other members of the PE-ID staff to include Service Coordinators, Physical Therapists, Occupational Therapists, and Speech Therapists in order to provide a cohesive and educational experience for clients and their families. Facilitates linkages and/or assists individual and family directly with locating, developing or obtaining services and supports in the community. Provides educational information to the individual's family including their rights and responsibilities and confidentiality. Assists in transition of services from early intervention to entities to include schools. Advocates on behalf of the child and family for appropriate services, treatment, and management in these transition settings. Prepares and maintains case files, service plans, progress reports, records and other documentation related to the individual and services provided. Prepares reports for Medicaid SPO, Waiver, Part C reimbursement and other purposes. Attends and facilitates in-service training and staff development. Participates on treatment and assessment teams. Testifies in court. Attends professional training to maintain licensure. Performs related duties as assigned. KNOWLEDGE, SKILLS, AND ABILITIES Thorough knowledge of infant/child physical and intellectual typical development as well as developmental delays and disabilities. Working knowledge of theories, principles, practices and techniques of related therapeutic treatment and education; knowledge of supportive counsel ing techniques; knowledge of assistive technology for the population; working knowledge of assessment tools and their uses. Considerable knowledge of the Individuals with Disabilities Education Act (IDEA), Part C and B; considerable knowledge of the service and treatment providers, other agencies and community organizations providing services to the individual population; knowledge of individual manage ment guidelines for Virginia; ability to personalize developmental goals to meet the needs of individual child, ability to work with adaptive and assistive devices e.g., switch toys, adaptive toys, sign language, pictures, light box kits, etc.; ability to teach infants, toddlers and their parents. Ability to conduct effective interviews, observe, assess and record individual behaviors and functioning and develop treatment and service plans; ability to identify needs and link individuals with appropriate services; ability to establish and maintain rapport with the individual population; ability to establish and maintain effective working relationships with agency and facility staff and of other private and public facilities, agencies and organizations; ability to communicate effectively orally and in writing; ability to operate a vehicle; ability to function calmly in stressful situa tions; ability to prepare and maintain detailed records and prepare related reports; ability to collect, compile and evaluate electronically sourced or other data and prepare reports. TYPICAL EDUCATION, TRAINING AND WORK EXPERIENCE Bachelors or Master's Degree in Education, Behavioral Sciences or related field and some professional experience providing direct services to children and infants. LICENSURE AND CERTIFICATIONS State certification as a Special Educator through VA Board of Education or a certificate in Family and Consumer Sciences. Once employed Educator must earn and maintain state certification as a Part C Provider and Service Coordinator. Certification in First Aid and Infant-Child CPR. Valid state driver's license. OTHER Must possess all qualifications and skills required by federal and state regulations to bill Medicaid for the services provided. See Medicaid Billing Addendum. ENVIRONMENTAL AND PHYSICAL EXPOSURE: Work may involve exposure to disagreeable environmental conditions and the necessity to interact with clients and families having unsanitary behaviors, poor hygiene and contagious illnesses. There is potential for violent or unsafe and/or unsanitary residences or other locations; potential for requirement to drive a vehicle in inclement, if not severe weather and to physically assist or lift children in the course of care. RELATIONSHIPS: Relationships require advanced communication, social and interpersonal skills, tact and the use of specialized techniques to elicit information from and convey information to clients including hostile and abusive children and family members; represent the program and individual to clinical professionals or other service providers, governmental organizations and regulatory agencies, law enforcement and judicial authorities, or other community stakeholders concerning client treatment, care coordination and programming; lead meetings, conduct briefings and make presentations. RACSB maintains a drug-free workplace environment. All candidates who receive conditional offers of employment must successfully complete a pre-employment drug screening and background check, including criminal history, driving record, and verification of credentials. Additionally, employees are subject to random drug testing throughout their employment. Our comprehensive screening program reflects our commitment to maintaining a safe, healthy workplace and providing high-quality services to our community.

Under the supervision of an administrator and general direction of a classroom teacher, assists the teacher in the education of students including management of student behavior; hygiene and self-help, recordkeeping, instructional assistance; classroom safety, security, and organization; and interaction and communication with students, staff, and administration. ESSENTIAL JOB FUNCTIONS: The minimum performance expectations include, but are not limited to, the following functions/tasks: Observes and supervises classroom activities during the course of the instruction day to maintain a controlled and safe environment; Assists the teacher in the physical setup and cleanup of the classroom for group instruction, projects, and activities; After initial instruction by teacher, provides one-on-one and group instruction; Monitors students during bathroom breaks, lunch time, recess, and field trips; Assists students with self-help (including toileting and/or feeding), gross motor and social skills in all classroom settings; Assists students to and from buses and/or parent pick-up and drop-off; Communicates rules, expectations, and consequences to the students; Assists and reinforces classroom and individual behavior plans as directed by teacher; Collects data on student progress as defined by teacher; Provides struggling learners with prompts and cues related to teacher instruction; Assists the teacher in maintaining accurate records and reports including attendance records, daily charts of student progress, lunch count, emergency information, student files/records, and other various related forms; Provides coverage for teaching staff as needed; Maintains awareness of fire safety procedures, earthquake preparation and all other emergency contingency plans; Attends training regarding safety/security and behavior management as requested; Provides academic and behavioral support for students with IEPs in the general and special education settings; Implements Behavior Intervention Plans as directed; Models appropriate behavior for students; and Performs other duties as assigned. MINIMUM REQUIREMENTS TO PERFORM WORK: High school diploma or general education development diploma (GED); Evidence of successful completion of Para-Professional Assessment, which accesses content knowledge in mathematics, reading, and writing and an understanding of how to assist in the instruction of these topics; Or equivalent training, education, and/or experience. KNOWLEDGE, SKILLS, AND ABILITIES: Ability to read and understand instructions, teaching materials and/or guides. Ability to communicate effectively in both oral and written forms with diverse populations. Ability to successfully supervise students. Ability to follow instructions with a minimum of direction. Ability to follow and give clear directions. Ability to work independently and make decisions within the framework of established guidelines. Ability to work without immediate supervision in direct one-on-one and small group instruction. Ability to work in a team environment. Ability to carry out behavior management plans and conduct academic progress monitoring and testing. Ability to adapt to individual needs of teachers and students and work with interruptions; Ability to respond quickly in emergency situations. Ability to understand and maintain confidentiality of student information. Ability to perform general clerical duties including record keeping and filing. Ability to accept, understand and relate to students who have behavioral, emotional, learning, or physical disabilities. Ability to assist students in the use of computers in the classroom. Ability to use standard office and classroom equipment. Ability to physically perform duties specific to the job assignment with or without accommodations. Willingness to be trained and updated in first aid and CPR, safety/security, and behavior management procedures. SPECIAL REQUIREMENTS: None PHYSICAL DEMANDS: Work is typically performed at the school level and/or throughout the division. Frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Other limited physical activities are required. Travel to schools throughout the division and central office is required. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities. WORK ENVIRONMENT: Work environment exposes the employee to inside and outside environmental conditions. Regular contact with staff members, administrators, and parents is required. Contact with parents by phone and in person is necessary. Timely and regular attendance is an expectation of performance for all CCPS employees. To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule. EVALUATION: The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.

Job DescriptionBenefits: 401(k) Bonus based on performance Competitive salary Flexible schedule Health insurance Opportunity for advancement Paid time off Training & development Wellness resources About the Role: Guardian Residential Services LLC is seeking a compassionate and dedicated Special Needs Teacher Aide for in-home support for adults. This role offers an exciting opportunity to make a positive impact on individuals with special needs in a supportive environment. Responsibilities: Assist adults with special needs in daily living activities and personal care. Implement individualized education plans (ISP) and support learning objectives. Provide emotional support and encouragement to promote independence. Facilitate engaging activities that enhance social skills and personal growth. Monitor and document progress and challenges in daily activities. Communicate effectively with families and other support staff. Maintain a safe and nurturing environment for clients. Participate in training and professional development opportunities. Requirements: High school diploma or equivalent; a degree in education or related field is a plus. Experience working with individuals with special needs preferred. Strong communication skills and a compassionate demeanor. Ability to work independently and as part of a team. First Aid and CPR certification is an advantage. Patience, empathy, and a positive attitude are essential. Reliable transportation and a valid driver's license are required. Background check clearance is mandatory. About Us: Guardian Residential Services LLC has been serving the Haymarket, VA community for over 10 years, providing exceptional support to individuals with special needs. Our dedicated team is passionate about making a difference, and our clients love the personalized care we offer. Join us and be a part of a rewarding environment where you can truly make an impact!

located at Arlington Traditional School. Qualification Must have or be eligible for Virginia licensure. Elementary Education certification. Dual endorsement in English as a Second Language and/or Special Education, or in any other content area, is preferred but not required. Experience Teaching experience in the above mentioned areas Knowledge of best instructional practices Ability to integrate technology Experience in educational and instructional leadership Responsibilities Ability to work effectively as a team member with colleagues. Flexible, dependable, and highly organized. Desire to work with diverse community of learners. Excellent interpersonal skills. Salary Salary will be based on the FY2025-26 salary schedule. Arlington Public Schools is an Equal Opportunity Employer It is the policy of the Arlington School Board, as stated in Policy G-2.30, Employee Relations - Equal Employment Opportunity - that “Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability.”

Para-Educator/Teacher Assistant Date Available: 08/13/2025 Job Description Title: Para-Educator (Special Education, Extensive Care) Position Type Non-Exempt Primary Function Assist the special education teacher in all personal care and medical needs pertaining to the student. In addition to the personal care obligations the Para-educator will assist the special education and classroom teacher by performing assigned duties related to the learning process as outlined in students' educational plans such as assembling and preparing instructional materials and reinforcing instruction under the direction/supervision of the teacher or building administrator. Minimum Qualifications • At least 18 years of age • Hold a high school diploma or General Educational Development (GED) certificate, • Have two years of work experience with children or completed two years of coursework in a related field, or upon employment complete within 60 calendar days of hire training specific to the assigned student population and job duties as they relate to the academic and behavioral progress of students. • Bachelor's Degree or higher qualifies for Tier Two. • Ability to communicate effectively, both orally and in writing Knowledge, Skills And Abilities • Skill in handling varied, multiple duties, ability to multi-task • Ability to work with and communicate with students, teachers, administrators, and parents. • Basic knowledge and/or experience related to area of assignment. • Awareness of various characteristics of students with special needs. • Ability to work with students with behavioral and social communication needs • Willingness to serve all students. • Demonstration of initiative and self-direction. • Sufficient strength, agility, and dexterity and exemplary oral and written communication skills required to perform all performance responsibilities. • Ability to move about in room to monitor students and check work in classrooms with varied seating and desk organization patterns. • Ability to assist in the implementation of an instructional program and to participate in monitoring and ensuring appropriate student behavior, including outdoor activity areas, gymnasiums, etc. • Accompany students on field trips • Ability to gather and interpret data gathered in all school settings. Reports To Teacher and Building Administrator Performance Responsibilities • Assist with implementation of behavior management and/or medical management plans • Handle student toileting • Change student clothes as needed • Provide sponge baths as needed • Assist with student feeding to include o Set-up and connect tube to stoma for Gastrointestinal feeding and provide proper care of tubing before and after usage o Support students in cafeteria lines and eating in cafeteria/classroom during breakfast and lunch, as needed o Prep foods and physically assist or feed students during breakfast and lunch • Provide guarded or direct assistance during transition changes from wheelchair to appropriate setting, i.e., changing table/mat or bean bag, stander, gait trainer • Assist with Occupational and Physical therapy as outlined in IEP • Provide medical assistance under the supervision of school nurse • Perform assigned duties related to the learning process • Monitor and assist students under the direction/supervision of the special education teacher, classroom teacher, or building administrator • Provide professional communication with staff and parents under the direction of and in collaboration with the special education teacher • Assist the teacher in assembling and preparing instructional materials • Assist the teacher in the maintenance and organization of a safe, clean, and attractive classroom to include disinfecting surfaces that students may come into contact with such as mats, tables, standers, chairs, desks, etc. • Participate in and provide staff development activities related to area of assignment • Maintain confidentiality with regard to student records and information • Directly implement or assist in fulfilling students' daily personal health maintenance tasks • Serve bus, cafeteria, or hall duty • Assist students with use of equipment such as standers, gait trainers, and personal communication devices, under the training and supervision of related service personnel such as OT, PT, VI specialists • Perform other duties as assigned by teacher and principal Working Conditions & Physical Requirements The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to stand and reach with hands and arms; walk; climb stairs; sit; stoop or kneel; crouch or crawl. Duties may involve risk resulting from attending to students, physical or sanitation/hygiene needs. Must be physically capable of frequently lifting or moving up to 50 pounds. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to focus. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer terminal/typewriter, and to perform; see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal levels and on the telephone; speak in audible tones so that others may understand clearly in person and on the telephone; ability to understand and follow oral and written instructions. Terms Of Employment Ten months a year. Salary according to School Board Pay Plan. Evaluation Performance on this job will be evaluated in accordance with School Board policy and administrative regulations on evaluation of non-licensed personnel. The York County School Division does not discriminate on the basis of race (Title VI), color, religion, national origin, veteran status, sex, gender (Title IX), age or disability (Section 504), or any other protected class in its educational programs, activities or employment and provides equal access to the Boy Scouts and other designated youth groups. The following positions have been designated to handle inquiries regarding the non-discrimination policies: Title IX Coordinator Chief Human Resources Officer 302 Dare Road Yorktown, VA 23692 ************ Section 504/ADA Coordinator Director of Special Education 302 Dare Road Yorktown, VA 23692 ************

Job Description Children's Ministry Teacher - Word of Life International Church We are seeking a dedicated and experienced part time children's ministry teacher for our toddlers to first grade students. The teacher will serve as an educator and caregiver for children based on biblical foundations and within the church's discipleship framework. This role nurtures early faith formation while fostering cognitive, emotional, social, and physical development in a Christ-centered environment. This position serves in an Assemblies of God Christian church located in Loudoun County, Virginia (Sterling / Ashburn area). Classes are conducted on Sundays during the time adult worship services are in process. Hours: Sundays from 9:00 AM to 1:30 PM. Attendance and punctuality are extremely important in this context. Sunday hours will vary on occasion, due to certain special Sunday services. Position also includes required attendance and/or participation in other related activities (e.g., staff meetings, VBS, etc.) that fall outside of this Sunday schedule. Potential Age Groups: Toddlers (walking to age 2) Pre-school (ages 3 - 5) Kindergarten to First Grade (ages 5 to 6/7) KEY RESPONSIBILITIES: Biblical Leadership Model a vibrant, growing relationship with Jesus Christ in word and deed Integrate biblical truths into daily lessons, prayer times, and classroom culture Encourage spiritual curiosity and age-appropriate understanding of God's love Build trusting relationships with parents through regular communication and a biblically based partnership Instruction & Curriculum Lead a weekly Sunday school class for a designated age group Plan and implement developmentally appropriate lessons aligned with church values and early childhood standards Use creative teaching methods to engage the whole child-spiritually, mentally, socially, and physically Incorporate Bible stories, worship, and Scripture memorization into weekly rhythm Stay updated with latest educational methods and techniques Classroom Management Create and maintain a safe, nurturing, and structured environment that promotes learning and respect Use positive behavior strategies and age-appropriate classroom management techniques Maintain a clean, organized, and welcoming classroom space Team Collaboration Work closely with ministry leaders, volunteers, and fellow teachers to support church-wide discipleship goals Attend staff meetings, training, and church services as required Contribute to planning seasonal programs (e.g., Christmas pageants, VBS, Family Worship Sundays) QUALIFICATIONS A personal and growing relationship with Jesus Christ Strong knowledge of the Bible and a commitment to the mission and teaching of the church Strong moral character and passion for teaching children Preferred: Degree or certification in Early Childhood Education (or equivalent experience) Prior experience teaching preschool-aged children in a faith-based setting preferred Strong communication, organizational, and interpersonal skills Ability to pass a background check APPLICATION PROCESS Submit a resume with cover letter indicating one's interest and why. In the cover letter, please provide references for previous employment, volunteer, or equivalent experience.

About the role The Pozez JCC of Northern Virginia seeks an experienced candidate to be our Part Time Social Skills Teacher for school-aged children who would benefit from learning appropriate social interactions during cooperative play and in all social environments. Geared towards children with Level 1 Autism, ADHD, developmental delay, and/or related social communication disorders. What you'll do Social Skills curriculum typically includes but is not limited to: Turn-taking ● Cooperative play ● Sharing ● Winning/losing ● Coping strategies ● Emotional regulation ● Friendship building ● Conversation skills Run classes on Sundays and one workday afternoon Essential Position Duties: • Writing and facilitating the curriculum for a group of 5-10 children • Lead and manage support staff in helping to facilitate lessons • Managing feedback forms and communication with parents Qualifications Applicants should have a master's degree with two or more years of successful experience as a Special Education Teacher, School Psychologist, SLP, or LCSW. • Must have excellent verbal and written communication skills, can plan and work independently as well as collaboratively in a flexible environment. • Possess a good sense of humor, a passion for children, and knowledge and experience in social skills curriculum, including Social Thinking, We Thinkers, Unstuck and On Target, and/or related curriculum in addition to experience with recreation-based social activities. • Must be creative, patient, and comfortable managing challenging behaviors.

Job DescriptionLocation: Washington, DC 20020Date Posted: 11/30/2025Category: SchoolEducation: HS Graduate/GED The Delta-T Group is a nationwide source for interim staffing referrals and workforce solutions within the K-12 education, social service, behavioral health, substance abuse, and disability fields. With over 35 years in business, the Delta-T Group has built a reputation for referring highly qualified professionals for rewarding short and long-term independent contract opportunities. Our client is seeking a dedicated aid to provide high-quality behavior analysis services to students, K-12, with emotional disabilities, autism spectrum disorder, intellectual disabilities, specific learning disabilities in the Washington, DC area. Compensation rate is $18/+ an hour. SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY * Assist students with daily activities, including academic tasks, social interactions, and personal care as needed. * Provide one-on-one support to students with disabilities, following their Individualized Education Programs (IEPs). * Collaborate with the classroom teacher to implement lesson plans and modify instructional materials for diverse learning needs. * Help students understand and complete assignments, providing encouragement and motivation. * Implement behavior management strategies to promote positive behavior and assist with conflict resolution. * Monitor student behavior, providing feedback and reporting concerns to the teacher. * Assist in classroom management, ensuring a structured and supportive learning environment. * Help prepare classroom materials and organize resources for lessons and activities. * Foster effective communication between students, teachers, and parents, sharing insights about student progress and needs. * Attend meetings and contribute to discussions regarding student performance and IEP goals. * Participate in training and workshops to enhance skills and stay updated on best practices in special education. * Maintain accurate records of student progress and any behavioral incidents as required. CLIENT'S REQUIRED SKILLS AND EXPERIENCE * High School Diploma/GED required * Must have at least 1 yr. of experience in a school setting or professional facility. * Experience working with individuals with IDD, Autism Spectrum Disorder (ASD), and challenging behaviors. * Supports students with special needs in a classroom or individualized setting, helping them achieve their educational goals. * Works closely with teachers and other staff to provide personalized assistance, ensuring a positive learning environment. * Experience working with children or youth * Strong interpersonal and teamwork skills * Physical ability to support student needs * Ability to complete and pass clearances DTG ADVANTAGES Title: Dedicated Aide with Special Education experience Class: Education Type: INDEPENDENT CONTRACTOR 1099Ref. No.: 1308947-2BC: #DTG158 Company: Delta-T Group Virginia, Inc.Contract Contact: Contract Submit Edu VAOffice Email: *********************** Office Phone: ************Office Address: 1952 Gallows Road, Suite 100, Vienna, VA 22182 About Us: Each Delta-T Group office is separately incorporated. Delta-T Group is a referral service for self-employed independent contractors seeking behavioral healthcare education and social service supplemental marketplace opportunities. Delta-T cannot guarantee any number or duration of referrals or opportunities as a result of your registration. When and if opportunities become available, you may accept or decline such referrals at your sole discretion.

Middle School ELA Tutors Are you passionate about teaching and learning? Are you motivated to make a positive impact in the lives of urban, working-class youth? If yes, this position with SmartStart Education is right for you! The Job: SmartStart Education seeks a small group English Language Arts tutors to work with small groups of middle school students on Tuesdays, Wednesdays and Thursdays. Each small group consists of 1-4 students. Each group consists of students who have been identified as students who are struggling with fundamental ELA skills. Students are from all grade levels, including 6th through 8th. The tutor will work with each group several times throughout the week at an elementary school in Landover, MD. Groups will take place within the classroom (push-in services) or outside of the classroom (pull-out services). Tutors should be flexible and comfortable with both settings. Each tutor will be given the responsibility of taking daily attendance and monitoring student progress using a personal device (mobile phone). Job Details: The tutoring position begins promptly on January 13, 2026 and ends on May 14, 2026. The schedule will be 9AM through 3PM. Applicants are encouraged to schedule interviews as soon as possible to allow ample time to complete onboarding steps. Failure to do so may result in a position being unavailable. Salary Range: $174.66 to $192.12 per day Qualifications: If you believe that this position aligns with your qualifications and showcases your exceptional skills, we kindly request your confirmation regarding your ability to meet the following minimum requirements: • Possession of a bachelor's degree from an accredited institution in any field is mandatory. ***Please note that applications with anticipated graduation dates will not be considered. • Demonstrated experience of at least one year in teaching or tutoring, either within a school environment or another educational setting. • Comprehensive understanding of the unique challenges faced by urban students, schools, and communities, encompassing racial disparity, socio-economic disparity, and cultural disparity. • Mastery of Middle school ELA concepts and skills, substantiating proficiency in the subject matter. • Display of genuine passion and unwavering commitment towards fostering the success of students. • Exemplary punctuality, ensuring timely attendance and adherence to established schedules. • Proficiency in communication skills, enabling effective and articulate interaction with students, colleagues, and interested parties. • Ability to comfortably commute to the designated location. If you are confident in meeting these minimal qualifications, we encourage you to proceed with your application. Compensation details: 174.66-192.12 PI1db3b57810ef-26***********7

University Instructors, LLC is seeking talented people from diverse backgrounds to lead, change, and inspire students in the Loudoun area. In this role you will serve students in special education programs as a classroom teacher. **Candidates that hold a bachelor's degree from a regionally accredited institution in ANY field are eligible to take part in our pathways program. In this program you have the opportunity to become eligible for a provisional teaching license in SPED for school year 2026-27 and beyond. Responsibilities Successful applicants will: · Establish and maintain effective relationships with students, peers, administrators, support staff and parents · Continually assess and monitor student achievement and maintain all documents and evaluations for institutional and individual reporting purposes · Design and implement appropriate instructional and/or learning strategies and activities · Manage student behaviors in the instructional setting to ensure an environment that is conducive to the learning process · Assist in management of student behaviors in other parts of the school, center, school grounds, or work site · Coordinate instructional activities with other professional staff, both school and non-school based as required, to maximize student learning opportunities · Participate in in-service and professional development activities and staff meetings, as required or assigned · Communicate with students on instructional expectations to keep them informed of their progress in meeting those expectations · Communicate with parents through conferences and other means · Collaborate with other professionals and support staff to carry out schoolwide instructional or related activities as needed · Use multi-media and other technologies to enhance learning · Plan and implement lessons based on division and school objectives for students with varying ability · Other duties as assigned Qualifications Additional Requirements Successful applicants will: · Have completed a bachelor's degree program in any field from a regionally accredited university or institution · Have previously completed a foundations of special education course or be willing to take the course as a term of their employment · Will work towards successfully obtaining a provisional Special Education License from the state of Virginia · Have excellent oral and written communication skills Compensation Up to $40 Hourly/Monday-Friday/ 8 hours a day EEO Statement University Instructors is an equal opportunity employer

The Episcopal Center for Children (ECC) is a private, nonprofit, non-denominational day treatment facility for emotionally troubled children and their families from the greater Washington, DC area. The program is designed for children between the ages of 5 to 14 years, grades K - 8. The goal of treatment, therapeutic milieu, and individualized special education programming is to empower each child to function productively within his/her family and the community, to return to his/her public school, and have a real opportunity for a successful, emotionally healthy, and productive future. The ECC's programming is based on the core belief in children, their strengths, and in what they can be. You can also read more about ECC at ********************************* Job Description Position Overview Under supervision, the Instructional Aide performs a variety of paraprofessional instructional and clerical activities as directed by a licensed teacher in a classroom comprised of students with emotional, educational or behavioral problems; and to perform all related duties as assigned. The position assists in maintaining a safe and nurturing environment, and supports the organization by performing administrative and behavior management tasks as required. Key Responsibilities Assists licensed instructional personnel with the development and presentation of learning materials and instructional exercises Tutors students individually or in small groups to reinforce and follow up learning activity Prepares daily and weekly lesson plans based on students Individualized Education Plan Assists in the development of a variety of instructional materials Assists in the implementation of Positive Behavior Interventions & Supports (PBIS) Assists students work assignments as directed by certified teacher Assists students in locating and utilizing educational materials Support record management of students' Special Education program May attend parent conferences and/or School Assessment Team meetings Requisitions and maintains supplies and materials for the program Performs general clerical duties Provides administrative/clerical support to the Center's various departments as needed Observe students in their classrooms and other activities to gain a better understanding of the student and their behavior. Counsel students individually or in groups on positive behavior techniques. Consult with professional colleagues to develop appropriate behavior intervention plans for individual students. Develop and cultivate positive relationships with students and other stakeholders. Provide timely and accurate documentation, in compliance with policies, procedures, and local regulations. Provide interventions to enable students to remain in classroom and/or help develop strategies to express and control their behaviors. Participate in multi-disciplinary team meetings to assess and enhance the Center's positive behavior support and intervention plan Performs all other related duties as assigned Qualifications Minimum Requirements Completion of two years of higher education study OR Associates Degree (preferred) OR pass Para-Professional Assessment Knowledge of general concepts of child growth and development and child behavior characteristics Ability to learn and utilize basic methods and procedures to be followed in instructional settings Ability to provide informed judgment, understanding and to communicate options and solutions when several variables exist. Knowledge of student behavior management techniques and strategies (PBIS) Demonstrate the ability to work effectively with children Ability to learn and utilize standard teaching aids and office machines Knowledge of learning problems of children with special educational needs Demonstrated proficiency with business technology applications (e.g. Microsoft Office Suite -Word, Excel, Google Documents, Google Apps, Google Classroom) Ability to perform routine clerical work Additional Information Compensation Salary is based on educational level, certification(s), and years of experience. A comprehensive benefits package is provided to include: Health benefits (medical & dental), disability insurance, employer contribution to retirement plan, and an employee 403(B). In addition, ECC promotes a continuous learning environment. On-going opportunities for growth and development are provided throughout the academic year. All your information will be kept confidential according to EEO guidelines. Salary: $30,000.00 to $40,000.00 per year

When passion and impact come together, an institution becomes more than a place to work. As many of our teachers and staff will tell you, Flint Hill is a place where they are challenged and inspired, and yet it still feels like home. At Flint Hill, we believe in redefining what educational excellence looks like. Always curious, every day, we ask questions like, “Imagine if?” and “What's possible?” And we encourage our students to do the same. Our teachers' expertise and commitment to innovative teaching are complemented by a personal approach that emphasizes respect and communication. With our rigorous academic program and extracurricular opportunities, Flint Hill students can do it all. We inspire our students to reach their greatest potential while maintaining balance and wellbeing. Our Upper School, grades 9-12, academic program is both challenging and supportive - allowing all students to be successful. We cultivate deep learning and encourage students to pursue all of their interests. We believe that learning led by curiosity inspires students to develop passion and purpose. Always innovating to set new standards of excellence, we don't let resources or schedules limit our students' experience. Our culture of support and inclusion allows students to feel welcome and connected from day one - whether they're a lifer or transferring from another school. Preparing for college, our four full-time college counselors focus on truly getting to know students and guiding them to “right-fit” schools. Students graduate as confident self-advocates with the skills and maturity to excel in college and blaze their own trail in life. The Upper School History and Social Sciences Teacher supports the experience of Flint Hill students and faculty and embraces the mission, vision, and core values of the school, the Flint Hill Statement of Institutional Equity and Inclusion and the Portrait of the Flint Hill Student. Please click here to view the full job description and here for a listing of benefits.