Special education teacher jobs in Harrisonburg, VA - 87 jobs

Special Education Teacher (students will primarily have Autism) for PREP (regional program) that is located at Ivy Creek School.

Job DescriptionDescription: Job Purpose The Special Education Teacher works collaboratively with the Behavior Analyst (BCBA) and other members of the IEP team in achieving the best possible outcomes for the students served and in creating a culture of excellence within VIA Day Schools. The Special Education Teachers contributes to student programming by working in partnership with the IEP Team for IEP development and implementation, program monitoring, parent and classroom communication, and summarizing student progress for reporting purposes. Duties and Responsibilities IEP Development and Implementation Completes the following in collaboration with the Behavior Analyst & other members of IEP team: · Ensures the quality of all IEP documents with goals/accommodations that reflect the unique needs of each student; include parent input; and meet all regulatory requirements for both content and time frames · Identify educational assessments and lead/conduct administration for annual IEPs and Eligibility Meetings · Ensure assessment was completed within 30 days of admission and prior to each Pre-IEP meeting · In collaboration with school leadership, ensure for the administration of statewide assessments (SOL or VAAP) · Lead Pre-IEP & IEP meetings · Completes IEP Checklists annually for each student · Complete accurate and complete progress reports at required intervals · Provide staff training, implementation, and oversight of policy and procedures as they pertain to the IEP process Curriculum & Daily Instruction · Leads instruction for the duration of the school day · This position will be allotted 5 hours of planning time each week for when the students are present · Arrange classroom environment to support needs of assigned students · Ensure for an organized and structured classroom with access to a variety of activities and preferred items · Incorporate VIA Tier 1 behavior support guidelines · Consult with the cooperating behavior analyst for specific strategies · Develop individual and group classroom schedules based on the needs of the learners. · Collaborate with BCBA to determine how and when to include students in groups · Plan and prepare for group instruction which may include but is not limited to morning/afternoon meetings, movement, academic groups, art activities · Differentiate instruction for learners to actively participate in instruction at a pace that promotes engagement and competes with challenging behavior · Initiate consultation with BCBA for low motivation, low acquisition, and/or challenging behavior in the classroom · Work with individuals one on one or in small groups to provide specialized instruction driven by IEP goals · In collaboration with school leadership, identify and provide resources to help direct curriculum scope & sequence for students · Communicate and coordinate with related service providers to schedule service delivery times for individuals within the classroom schedule as well as consultation times with the service providers, teacher, and BCBA Classroom Management Completes the following in collaboration with the Behavior Analyst as appropriate: • Provide behavioral skills training to new instructional staff • Perform proficiency checks for instructional staff • Provide feedback to staff regarding strengths and/or concerns on an ongoing basis • Foster positive staff-staff relationships • Develop and maintain daily staff rotation schedule • Monitor attendance and timeliness of classroom's instructional staff • Communicate and monitor classrooms jobs/chores • Oversee that student information sheets are completed on a monthly basis Program Monitoring Completes the following in collaboration with the Behavior Analyst as appropriate: · Schedule and ensure consistent and accurate implementation of Monthly Data Review (MDR) process for all students · Attend/ensure troubleshooting of programs takes place when necessary · Lead weekly classroom meetings & create agenda · Organize & schedule new hire training in classroom/provide support with training when necessary · Develop & monitor student transitions to lesser restrictive environments. Collaborate with BCBA when necessary on student transitions · Conduct electronic data collection system audits at 3 and 6 months of IEP commencement. · Ensure all IEP goals have been implemented daily or at prescribed interval Family Interactions · Communicate with families in a professional and compassionate manner at all times · Document all communications in log accessible by school leadership · Participate in new student admissions orientation · Respond to all parent communication within 24 hours. Assign designee if unable · Notify parent/guardian for any student illness, injury, unusual incident, or use of protective hold on day of incident · Oversees professional home/school contact by daily review of communication logs (i.e., home to school note or SOAP notes) · Schedule & lead parent meetings. Ensures all members of the team are notified Staff Supervision Completes the following in collaboration with the Behavior Analyst as appropriate: · Monitor attendance & timeliness of staff & deliver appropriate feedback as needed (including Performance Improvement Plans) · Assists with completing annual performance evaluations in collaboration with BCBA · Monitors, tracks, approves, or denies Behavior Technician's leave in Paylocity · Assist RBTs with tracking supervision hours · Collaborate with the BCBA to schedule observations/meetings to ensure RBT supervision and training is met · Collaborate with the Staff Development & Training Coordinator to ensure all new staff are trained in accordance with VIA procedures · Deliver and complete trainings for new staff to complete instructional/skill acquisition routines Management Duties Completes the following in collaboration with the Behavior Analyst as appropriate: · Takes a leadership role at all times (e.g., in classroom, clinic, home session, community outing, staff meetings, program events) and serves as an ambassador for VIA · Ensures staff adhere to policies and procedures of the organization · Develops staffing and student/client/consumer classroom/service schedules according to established systems to ensure proper implementation of IEP/ISP/Treatment plans · Demonstrates problem-solving (solutions to challenges) and mediates conflict with staff members · Provides supervision and regularly delivers performance feedback and conducts written annual performance evaluations of staff · Provides Staff Training/Caregiver Training using VIA standards and methods · Assists with car & bus duty as scheduled assuring for the safe dismissal and arrival of students · Participate in interviews as needed · Maintains classroom budget as directed by Director of Day School. · Maintains a well-organized work environment (including classrooms, treatment rooms, day support space, VIA common spaces) and ensures the professional presentation of electronic data collection system logs, client graphs, billing notes, supplies, and materials, in a VIA approved manner · Assists with providing and developing ongoing staff development · Implements relevant systems consistently Position Type This is a full-time position. The position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings. Direct Reports This position has direct reports. Requirements: Qualifications • Bachelor's degree in Education, Psychology, Applied Behavior Analysis, or related field required • Valid Virginia Special Education Teaching license (adapted curriculum K-12 or with an endorsement in a specific disability area) required • Valid driver's license required • One year of experience in the instruction of individuals with autism using the principles of applied behavior analysis (ABA) preferred

GENERAL DEFINITION AND CONDITIONS OF WORK To ensure the effective instruction and case management for students with significant cognitive disabilities in adapted curriculum classrooms according to Virginia Regulations Governing Special Education Programs and Culpeper County Public School (CCPS) policies and procedures. ESSENTIAL FUNCTIONS/TYPICAL TASKS The minimum performance expectations include, but are not limited to, the following functions/tasks: Develop appropriate Individualized Education Plans (IEPs), including appropriate goals (and objectives, if needed) for students with disabilities assigned to caseload. Facilitate IEP meetings and implement other case management duties for students with disabilities assigned to caseload. Adhere to the principles of the Least Restrictive Environment when making IEP placement recommendations. Complete all of the necessary paperwork and other requirements of IDEA, the Regulations Governing Special Education Programs in Virginia, and the Culpeper County Public Schools' (CCPS) Office of Special Education, including meeting timelines. Maintain accurate records of individual progress of students, including the timely reporting of IEP goal progress. Plan and organize individualized learning activities using Evidence-Based Practices approved by the Office of Special Education to achieve goals and objectives that address individual student needs related to disabilities. Deliver evidence-based instruction with fidelity. Maintain and be responsible for appropriate records and assessment reports within specified timelines. Shows orderly transition from one activity to another. Review and be familiar with all students'records, including evaluation and eligibility information, IEPs, Functional Behavior Assessments and Behavior Intervention Plans, as well as general records. Demonstrate ability to use various specialized instructional programs and techniques appropriate to meet the needs of the specific disability needs of the students to whom assigned. Maintain discipline in classroom conductive to learning. Facilitate and assist in the development of Functional Behavior Assessments and Behavior Intervention Plans for students whose behavior disrupts the learning of self and/or others. Implement Behavior Intervention Plans with fidelity. Participate in specialized training as needed to address the specific needs of the special education students in classroom, including Applied Behavior Analysis, Positive Behavior Intervention and Supports, Alternate Assessment, and assistive technology. Implement best practices for addressing students with challenging behavior, including the use of restraint only when absolutely necessary due to the likelihood of injury to a student or others. Effectively evaluate the progress of student learning, including the use of frequent progress monitoring. Make adequate provision for student's health and safety. Furnish required reports within specified timelines with regard to scheduling and instructional activity as requested by the school administration and Office of Special Education. Demonstrate effective communication (both verbal and written) and collaboration skills with parents, general education teachers, and special education staff. Provide effective oversight and guidance for paraeducators who may be assigned to classroom to assist in providing instruction to and supervision of students with disabilities. Perform other duties and responsibilities as assigned by the Principal, Assistant Principal, Executive Director of Special Education, and Division Superintendent. KNOWLEDGE, SKILLS AND ABILITIES Knowledge of characteristics of students with significant cognitive disabilities, including Autism. Knowledge of effective instructional practices for students with significant cognitive disabilities. Knowledge of Assistive Technology, including low-tech and high tech options. Ability to work collaboratively with other teachers, paraeducators, and related service providers. Ability to provide direction and supervision for paraeducators. Ability to adapt and learn new techniques and strategies to meet the disability-related needs of students with significant cognitive disabilities. Possess a positive attitude and sensitivity to the needs of fellow educators, school service personnel, students, parents and the community. Maintain emotional and physical stability through self-control, health, and stamina for effective job performance. Demonstrate responsibility, integrity, impartiality, objectivity, and tact in the performance of assigned responsibilities. Assume and perform responsibilities with enthusiasm, efficiency, and accuracy and according to schedule. Exhibit flexibility and adaptability to necessary change. Respect confidential information and the individual's right to privacy. Communicate openly and effectively with students, parents, community patrons, staff and administration as a positive representative of Culpeper County School system. Maintain good working relationships with all employees and the public. Demonstrate effective communication skills through speaking and writing in a clear, distinct manner practicing standard English usage. The teacher serves as a role model, modeling professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community. EDUCATION AND EXPERIENCE Possess or qualify for a professional license and appropriate endorsement as presented by the Virginia Department of Education. Be recommended by the Division Superintendent and approved by the School Board. PHYSICAL DEMANDS/REQUIREMENTS Duties performed typically in the central office and 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. Routine lifting and transferring of students with limited mobility 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; the worker is subject 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

Would you like to work for a non-profit organization where your contributions make a major impact on the lives of children and families? Elk Hill's private day schools prioritize individual student needs to enhance social and emotional well-being, enabling students to engage effectively with the academic curriculum. At Elk Hill, we believe every child is unique and deserves a secure, caring, and a safe environment to grow and mature. We provide intensive services tailored to students' social, emotional, and academic needs, utilizing specific strategies and tools to foster a sense of well-being. This approach ensures students are ready for blended learning opportunities, including computer-based, small group, and large group settings. Elk Hill was honored as a 2025 Top Workplace USA and 2025 Richmond Times-Dispatch Top Workplace. These awards are based solely on employee feedback and recognize the great culture that exists at every level of the organization. If you want to work for a Top Workplace USA and a Richmond Times-Dispatch Top Workplace organization where your decisions can impact youth and families of Central Virginia, then Elk Hill Farm, Inc. is the place for you! We are an organization that: Is honored as a 2025 Top Workplace USA and 2025 Richmond Times-Dispatch Top Workplace Is a Top Workplace Meaningfulness Award recipient Has talented, hardworking employees Advocates for mental health issues Offers competitive benefits, pay, and pet insurance for full-time staff Provides a generous time-off and holiday package Offers a 401(k) plan with a 5% employer match for full-time staff Provides tuition assistance Elk Hill is celebrating 50+ years of supporting youth and families across the Commonwealth of Virginia! Stability. Adaptability. Longevity. PRIMARY FUNCTION of a Special Education Teacher: To develop and provide a learning experience for each student that is responsive to his unique education al needs and in accordance with the total program goals. RESPONSIBILITIES of a Special Education Teacher: Develop and implement individualized plans to attain appropriate educational goals for each youth Demonstrate a high level of competence, motivation, and commitment as a total staff member Implement educational practices and carry out educa tional respon sibilities which enhance the cognitive, social, and emotional growth of students Provide a classroom environment for dealing with and resolving emotional problems of each youth Develop and maintain a physical classroom environment conducive to learning Maintain complete records on the academic progress and achievement of each student Log interactions of the group Understand thoroughly the group process and team strategies when interacting with the youth Build positive, caring relationships with the youth based on respect, trust, and good communication Work cooperatively with staff to improve the quality of the total program Be able to accept and give professional feedback regarding total staff members Work to promote an atmosphere of openness, honesty, and under standing among all staff and other persons associated with Elk Hill Farm Demonstrate a commitment to professional growth QUALIFICATIONS: Valid teaching certificate in subject area taught (or ability to obtain a valid teaching certificate) and/or Special Education pursing Special Education endorsement within two years Experience working with youth, preferably in a group environment Good physical health and ability to administer behavior management techniques Ability to work effectively with other staff Ability to design and provide educational plans meeting the individualized needs of students Valid driver's license Sense of humor Diversity, Equity, and Inclusion (DEI) is at the forefront of what we do at Elk Hill, and we enforce respectful communication and cooperation between all. Elk Hill does not discriminate in employment on the basis of race, color, religion, sex (including pregnancy and gender identity), national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor. Note: Elk Hill Farm, Inc. reserves the right to change or reassign job duties or combine positions at any time.

University Instructors LLC is seeking talented people from diverse backgrounds to lead, change, and inspire students. In this role you will serve students in special education or general 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 can become eligible for a provisional teaching license for school year 2026-27 and beyond. Responsibilities This position is located in Orange, VA University Instructors is recruiting for immediate placement of dynamic special education classroom teachers to support our district partner in Orange County, Virginia. As a special education teacher, you will directly impact students in special education programs. You will partner with classroom aides and ABA supports to provide instruction, behavior management, and primary care to students. This full-time position is designed for individuals who are passionate about fostering a supportive and inclusive learning environment for young children with special needs. Pathways Candidates will have the opportunity to take the steps necessary to earn a provisional special education teaching license for SY 26-27 while working as a lead instructor for SY 25-26. Candidates must hold a bachelor's degree in any field from a regionally accredited institution and be willing to take a fundamentals of special education course (funded by UI) to be eligible for consideration. Responsibilities Successful applicants will: Develop and implement individualized education plans (IEPs) tailored to the unique needs of each student. Create a nurturing and stimulating classroom environment that encourages exploration and learning. Collaborate with parents, caregivers, and other professionals to ensure a holistic approach to each child's development. Assess and monitor student progress, adjusting teaching methods and materials as necessary to support diverse learning styles. Provide direct instruction in foundational skills, including communication, social interactions, and self-help skills. Utilize a variety of teaching techniques and resources to engage students and promote active participation. Maintain accurate records of student performance and progress, adhering to school policies and state regulations. Participate in professional development opportunities to stay current with best practices in early childhood special education. Foster a positive classroom culture that promotes respect, inclusion, and empathy among students. Advocate for the needs of students with special needs within the school community and beyond. Qualifications Bachelor's degree from a regionally accredited institution and a willingness to complete a foundations of special education course during the year. Experience working with young children, particularly those with special needs, is preferred. Strong knowledge of early childhood development and special education laws and regulations is preferred. Excellent communication and interpersonal skills, with the ability to build rapport with students, families, and colleagues. Ability to create and implement engaging lesson plans that meet the diverse needs of students. Patience, empathy, and a genuine passion for working with children. Proficiency in using technology and educational software to enhance learning experiences. Commitment to ongoing professional growth and development in the field of special education. Compensation $31/hour EEO Statement University Instructors is an equal opportunity employer.

Special Education Teacher Salary Range: Competitive A distinguished, therapeutic, residential school serving students with learning disabilities and emotional challenges is seeking a dedicated Special Education Teacher for students in grades 4-12. Located in the scenic area of central Virginia, close to the Blue Ridge Mountains, this position offers a unique opportunity to work in a supportive, nurturing environment focused on student growth and development. Job Overview: The Special Education Teacher will be responsible for designing and implementing individualized educational plans that meet the diverse needs of students. This role involves collaborating with a multidisciplinary team to provide a holistic educational experience that addresses both academic and emotional development. Benefits: Competitive salary Health, dental, and vision insurance Life insurance 401(k) with matching Professional development opportunities Tuition reimbursement Generous paid time off Requirements: Bachelor's or Master's Degree in Special Education or related field Valid teaching certification with a specialization in Special Education Experience working with students with learning disabilities and emotional challenges preferred

Math Interventionist REPORTS TO: Building administration To provide the strategies and support to facilitate the Integration of At-Risk Supports (IARS), which focuses on effective instructional and behavioral practices related to the specific needs of each child, based on a Response to Intervention (RtI) framework. ESSENTIAL JOB FUNCTIONS: Provide research-based, direct instruction and tutoring support for individuals and in small intervention groups. Work collaboratively with the school-wide and grade IARS team on the appropriate use of data in making educational decisions. OTHER RESPONSIBILITIES: Support the total school program by observing curricular and extracurricular student activities. Exhibit dependability and punctuality in assigned duties. Strive to improve professional competence. Display appropriate personal and professional traits that exhibit a positive role model for students. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Strive to achieve the objectives and expectations of the Teacher Performance Evaluation Plan. Maintain a caseload of students receiving instructional interventions as determined by the building administration. Attend Intervention Specialist meetings and share pertinent information with building administration and IARS teams. Follow IARS guidelines and procedures. QUALIFICATIONS: Valid Virginia Teaching License in Elementary Education required and Math Specialists endorsement preferred. PHYSICAL DEMAND/REQUIREMENTS: Duties performed in a school setting. Must be able to respond to the unique educational, behavioral, and developmental needs of students with disabilities. Daily personal and close contact with children to provide classroom management and learning environment support is required.

Open Until Filled. KNOWLEDGE, SKILLS, AND ABILITIES Thorough knowledge of subject(s) taught; thorough knowledge of elementary, secondary or special education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with staff, students, administration, and parents. EDUCATION AND EXPERIENCE Candidate must be a graduate of an accredited college or university and possess or be eligible to acquire appropriate license(s) and/or endorsement(s) for position as required by the Virginia Department of Education and School Board. EEO Job Description Salary Scale

LLE Education Group is looking for an enthusiastic Teacher that want to make a positive impact in the lives of our students. Due to our rapid expansion, we are so excited to welcome new educators to our family. If you have a passion for inspiring children, connecting with your community and building meaningful relationships - we might just be the right place for you! You will be a great fit if you: Have a passion for early childhood education. Are reliable and dependable to a fault - our children depend on you! Are fun, engaging, patient and flexible What you have: Superior classroom management skills, takin care of student both emotionally and academically. CDA or ECE certificate, associates/bachelor's degree in ECE or related field, or equivalent coursework. Active and current enrollment in an accredited program may be considered when combined with experience. Minimum of 1-year field-related experience Flexibility to work hours based on the needs of the school and program Successful background check and VA licensing standards required What you will do: Create, design and implement lesson plans Manage your students as they learn, play, eat and sleep Keep your classroom organized and clean Observe your children's interests; work with other team members to develop creative ideas for an engaging curriculum Communicate with parents daily, sharing their children's latest adventures and achievements through a variety of avenues, including mobile apps and personal conversations What we offer: Paid Leave, Medical & Dental Insurance, FSA, 401k Reimbursement for college credits 70% discounted childcare Paid trainings & professional development opportunities LLE Education is an equal opportunity employer. Job Location ID: 17

Job Title: Adult Education Integrated Education Teacher Supervisor: Instructional Facilitator Job Classification: Part-time Contract Length: July 1 st - June 30 th ) The Adult Education Integrated Education and Training (IET) Instructor supports adult learners as a supplemental instructor in regional partnerships with post-secondary training institutions, such as Blue Ridge Community College, Massanutten Technical Center, and Valley Career and Technical Center. This role is essential in delivering contextualized instruction to adults enrolled in Integrated Education and Training (IET) programs. This position supports students in developing the academic, workplace, and technical skills necessary to succeed in their chosen career pathways. Working collaboratively with career and technical education instructors, the IET Instructor provides targeted support in reading, writing, math, digital literacy, and English language development as needed. Instruction is designed to align with workforce demands, industry certifications, and adult education standards, ensuring that students can effectively transition into employment or further training. By creating a supportive and inclusive learning environment, Adult IET Teachers help learners build confidence and proficiency, paving the way for personal and professional success. Essential Duties: Collaborate with career and technical instructors to integrate foundational skills into workforce training. Provide instructional support tailored to the academic and language needs of IET students. Offer individualized and small-group instruction to reinforce key concepts.. Implement the College and Career Readiness Standards to plan tutoring sessions, prepare instructional materials, and provide constructive feedback to assist students in achieving academic success and preparing for future careers. Support students in preparing for industry-recognized credentials and certifications. Foster a supportive and inclusive learning environment conducive to adult learners' academic and personal growth. Collaborate with local and regional educators, specialists, and managers to advocate for adult education and literacy initiatives, facilitating smooth transitions to postsecondary education and employment. Ensure compliance with state/program policies regarding student intake procedures. Always safeguard learner confidentiality and privacy rights. Obtain and maintain certification in assessment administration, adhering to established guidelines. Administer student assessments using designated pre- and post-testing materials, and report all information therein to facilitator in a timely manner. Work collaboratively with students to set achievable goals and develop personalized learning plans. Incorporate basic technology skills into instruction to enhance learning and prepare students for modern workplaces. Manage class documentation, including student hours, and complete required reports in a timely manner. Utilize computers for registration and testing processes and troubleshoot technical issues as they arise. Participate in regular staff meetings to stay informed and contribute to program enhancements. Commit to ongoing professional development activities to enhance adult education expertise and instructional effectiveness. Fulfill other duties as assigned by the Instructional Facilitator to support program objectives and initiatives. Job Specifications: To perform this job successfully, an individual must be able to satisfactorily perform each essential duty. The qualifications listed are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individual with disabilities, who are otherwise qualified, to perform the essential functions. Minimum Qualifications (Knowledge, Skills, and/or Abilities Required): Applicants must hold a Bachelor's Degree and/or meet the licensure eligibility requirements set by the Virginia Department of Education. Preference will be given to candidates with experience in adult education particularly in GED and English Language Acquisition programs. A strong understanding of curriculum content and instructional methods tailored to adult learners in GED, workforce, and English Language Acquisition is ideal. The candidate must demonstrate the capability to cultivate and sustain productive working relationship with other instructors, professional staff, adult learners, and community partners. Working Conditions & Physical Requirements: Physical demands are representative of those required to successfully perform the essential functions of the job. Reasonable accommodations may be made for individuals with disabilities to perform essential functions. Work environment characteristics include a school/classroom environment with a moderate noise level. This does not imply that these are the only duties to be performed. The Adult Basic Education Teacher will follow other instructions and perform related duties as assigned by the Instructional Facilitator or appropriate administrator. Waynesboro Public Schools reserves the right to update, revise or change this job description and related duties at any time.

School-based Substitute Teacher Hollymead Elementary School 2025-26 School Year Full-time, Benefits-eligible Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children's success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all. ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools. GENERAL DEFINITION OF WORK: The person in this full-time position will be assigned to cover classroom teacher, specialist, or teaching assistant roles based on school needs each day. Additional responsibilities may include covering for Office Assistants or supporting instruction with a classroom teacher. ESSENTIAL FUNCTIONS: The minimum performance expectations include, but are not limited to, the following actions: Serves in the absence of the classroom teacher Delivers the lesson plan created and left by the classroom teacher Meets and instructs the students(s) in the locations and at the time designated; Develops and maintains the physical environment of the classroom that is conducive to effective learning within the limits of resources provided by the system; Prepares for classes assigned and shows evidence of preparation upon request of the immediate supervisor or absent teacher; Encourages students to set and maintain high standards of classroom behavior; Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; Maintains and upholds school and county policies and procedures; Maintains records as required by law, system policy, and administrative regulations; Assists in upholding and enforcing school rules and administrative regulations. Cooperates with other members of the staff; Provides information and seeks clarity from school administration or designee regarding questions related to students, instruction, and/or other concerns. Establishes and maintains cooperative professional relations with others; Performs related duties as assigned by the administration in accordance with the school/system policies and practices. KNOWLEDGE, SKILLS AND ABILITIES: Ability to develop and maintain an empathetic attitude toward students; willing to learn specialized instructional/management techniques employed with students; ability to communicate and develop effective working relationships with students, parents, and staff; must be willing to seek and maintain CPR certification. EDUCATION AND EXPERIENCE: Candidates must hold a high school diploma or equivalent. Priority will be given to candidates who have prior teaching experience or are eligible for a Virginia Teaching License. PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS: Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. EVALUATION: Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.

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.

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.

Open Until Filled. KNOWLEDGE, SKILLS, AND ABILITIES Thorough knowledge of subject(s) taught; thorough knowledge of elementary, secondary or special education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with staff, students, administration, and parents. EDUCATION AND EXPERIENCE Candidate must be a graduate of an accredited college or university and possess or be eligible to acquire appropriate license(s) and/or endorsement(s) for position as required by the Virginia Department of Education and School Board. EEO Job Description Salary Scale

PRIMARY FUNCTION: To work with the teacher as directed in providing for the individual needs of the student in order for each student to achieve his/her maximum academic and social potential. Work closely with one or a few handicapped pupils on a regular basis in an effort to provide them with the physical help and emotional support they need to gain as full benefits from the division's special education program as possible. QUALIFICATIONS: Hold the minimum of a high school diploma/GED. Must have Highly Qualified Paraprofessional Certification ( ******************* ) Certificate of Autism Spectrum Disorder training * ****************************************************** Be at least 21 years of age. Have good physical and emotional health. Possess good character and leadership qualities. Display an interest and ability in working with special education students. REPORTS TO: Principal and/or Special Education Teacher PERFORMANCE RESPONSIBILITIES: Comply with contracted work hour schedules. Comply with assignments and duties outlined by the teacher/principal. Comply with all school board policies and State laws relative to special education classroom operations. Assist the teacher in implementing daily and long-range lesson plans. Utilize planning time effectively. Assist the teacher in the preparation of classroom materials. Assist the teacher in providing for the individual needs, abilities, and interests of the students including the management of behaviors * Assume a fair share of the classroom duties as outlined by the classroom teacher. Exhibit the necessary physical, mental, and emotional ability to execute duties as outlined by the teacher and principal. Assists student(s) to whom assigned in such physical tasks to include, but not limited to, lavatory assistance, personal hygiene, changing clothes, feeding, lifting, and assistance with mobility Provide assistance to meet the physical and *medical needs of student(s) Perform other duties as assigned by the principal and/or special education teacher. PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to use hands to finger, handle, reach with hands and arms. The position also entails significant walking, bending, standing, stooping, kneel, crouch, and talk or hear and possible physical interventions in order to maintain a safe learning environment. The employee must regularly lift and/or move up to 25 pounds, frequently lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus. TERMS OF EMPLOYMENT: 185 Day Contract (7 hrs per day) EVALUATION: Performance on this job will be evaluated in accordance with school board policy and administrative regulations on evaluation of certificated personnel. *Must be presented within 90 days of employment as a condition of contract

School-based Substitute Teacher Ivy Elementary School 2025-26 School Year Full-time, Benefits-eligible Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children's success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all. ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools. GENERAL DEFINITION OF WORK: The person in this full-time position will be assigned to cover classroom teacher, specialist, or teaching assistant roles based on school needs each day. Additional responsibilities may include covering for Office Assistants or supporting instruction with a classroom teacher. ESSENTIAL FUNCTIONS: The minimum performance expectations include, but are not limited to, the following actions: Serves in the absence of the classroom teacher Delivers the lesson plan created and left by the classroom teacher Meets and instructs the students(s) in the locations and at the time designated; Develops and maintains the physical environment of the classroom that is conducive to effective learning within the limits of resources provided by the system; Prepares for classes assigned and shows evidence of preparation upon request of the immediate supervisor or absent teacher; Encourages students to set and maintain high standards of classroom behavior; Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; Maintains and upholds school and county policies and procedures; Maintains records as required by law, system policy, and administrative regulations; Assists in upholding and enforcing school rules and administrative regulations. Cooperates with other members of the staff; Provides information and seeks clarity from school administration or designee regarding questions related to students, instruction, and/or other concerns. Establishes and maintains cooperative professional relations with others; Performs related duties as assigned by the administration in accordance with the school/system policies and practices. KNOWLEDGE, SKILLS AND ABILITIES: Ability to develop and maintain an empathetic attitude toward students; willing to learn specialized instructional/management techniques employed with students; ability to communicate and develop effective working relationships with students, parents, and staff; must be willing to seek and maintain CPR certification. EDUCATION AND EXPERIENCE: Candidates must hold a high school diploma or equivalent. Priority will be given to candidates who have prior teaching experience or are eligible for a Virginia Teaching License. PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS: Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. EVALUATION: Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.

Would you like to work for a non-profit organization where your contributions make a major impact on the lives of children and families? Elk Hill's private day schools prioritize individual student needs to enhance social and emotional well-being, enabling students to engage effectively with the academic curriculum. At Elk Hill, we believe every child is unique and deserves a secure, caring, and a safe environment to grow and mature. We provide intensive services tailored to students' social, emotional, and academic needs, utilizing specific strategies and tools to foster a sense of well-being. This approach ensures students are ready for blended learning opportunities, including computer-based, small group, and large group settings. Elk Hill was honored as a 2025 Top Workplace USA and 2025 Richmond Times-Dispatch Top Workplace. These awards are based solely on employee feedback and recognize the great culture that exists at every level of the organization. If you want to work for a Top Workplace USA and a Richmond Times-Dispatch Top Workplace organization where your decisions can impact youth and families of Central Virginia, then Elk Hill Farm, Inc. is the place for you! We are an organization that: Is honored as a 2025 Top Workplace USA and 2025 Richmond Times-Dispatch Top Workplace Is a Top Workplace Meaningfulness Award recipient Has talented, hardworking employees Advocates for mental health issues Offers competitive benefits, pay, and pet insurance for full-time staff Provides a generous time-off and holiday package Offers a 401(k) plan with a 5% employer match for full-time staff Provides tuition assistance Elk Hill is celebrating 50+ years of supporting youth and families across the Commonwealth of Virginia! Stability. Adaptability. Longevity. PRIMARY FUNCTION of a Reading Intervention Teacher: To develop and provide direct reading instruction for identified students that is responsive to their unique educational needs and in accordance with total program goals. RESPONSIBILITIES of a Reading Intervention Teacher: Instruction: Remediates students in reading by developing and implementing plans for the curriculum program which provides for effective teaching strategies Develops, selects, and modifies instructional plans and materials to meet the needs of all students in reading Employs a variety of instructional techniques and media consistent with the needs and capabilities of the student groups involved Provides progress and interim reports as required Facilitates the evaluation of reading programs to ensure teachers implement research-based practices as well as personally implementing those practices Utilizes effective and efficient classroom environments and provides focus on reading and learning strategies embedded in the programs being implemented as well as train teachers as needed Debriefs with school administration as appropriate about possible actions that could be taken to improve reading instruction and implementation Trains teachers in critical components of instructional delivery, for reading Co-teaches with and/or demonstrates lessons for teachers to model best instructional practices and ensures the fidelity of reading implementation and intervention support Analyzes reading assessment data and assists the school administration and teachers with planning professional development to meet the specific needs of teachers on assigned campuses Assists school administration with planning and/or conducting reading meetings to analyze assessments and plan for instruction Serves as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students Assists teachers in preparation for instruction, and the pacing for instruction Facilitates the use of technology in the teaching-learning process Assessment: Makes adjustments in program implementation and professional development by helping analyze data from screening, diagnostic, progress monitoring and outcome benchmark assessments Guides teachers in the administration and monitoring of reading assessments Assists teachers in using data to identify students for reading intervention instruction Assists teachers in implementing continuous progress monitoring for reading Assists teachers with monitoring and reporting student reading performance during the year MINIMAL REQUIREMENTS: A valid Virginia teaching license with an endorsement in Special Education, Learning Disabilities, or Reading Specialist Experience working with youth, preferably in a group environment Good physical health Ability to work effectively with other staff Ability to design and provide educational plans meeting the individualized needs of students Valid Virginia driver's license and a good driving record Sense of humor. Diversity, Equity, and Inclusion (DEI) is at the forefront of what we do at Elk Hill, and we enforce respectful communication and cooperation between all. Elk Hill does not discriminate in employment on the basis of race, color, religion, sex (including pregnancy and gender identity), national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor. Note: Elk Hill reserves the right to change or reassign job duties or combine positions at any time.

Adapted Physical Education Teacher Salary Range: Competitive An award-winning, private therapeutic residential school for students grades 4-12 invites applications for a APE Teacher. The school, known for its effective nurturing approach, is located in a picturesque setting near the Blue Ridge Mountains and offers a vibrant, engaging environment for both students and staff. Job Overview: The Adapted P.E. Teacher will develop and implement a comprehensive physical education program that promotes physical activity, healthy lifestyles, and sportsmanship among students. Responsibilities include organizing sports, physical activities, and fitness assessments, along with promoting a positive and inclusive environment. Benefits: Competitive salary Comprehensive benefits package including health, dental, and vision insurance 401(k) plan with matching contributions Paid time off and professional development opportunities Life and disability insurance Requirements: Bachelor's degree in Physical Education, Exercise Science, or related field Valid teaching certification in Adapted Physical Education Experience in teaching P.E. or coaching sports teams preferred

School-based Substitute Teacher Baker-Butler Elementary 2025-26 School Year Full-time, Benefits-eligible Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children's success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all. ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools. GENERAL DEFINITION OF WORK: The person in this full-time position will be assigned to cover classroom teacher, specialist, or teaching assistant roles based on school needs each day. Additional responsibilities may include covering for Office Assistants or supporting instruction with a classroom teacher. ESSENTIAL FUNCTIONS: The minimum performance expectations include, but are not limited to, the following actions: Serves in the absence of the classroom teacher Delivers the lesson plan created and left by the classroom teacher Meets and instructs the students(s) in the locations and at the time designated; Develops and maintains the physical environment of the classroom that is conducive to effective learning within the limits of resources provided by the system; Prepares for classes assigned and shows evidence of preparation upon request of the immediate supervisor or absent teacher; Encourages students to set and maintain high standards of classroom behavior; Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; Maintains and upholds school and county policies and procedures; Maintains records as required by law, system policy, and administrative regulations; Assists in upholding and enforcing school rules and administrative regulations. Cooperates with other members of the staff; Provides information and seeks clarity from school administration or designee regarding questions related to students, instruction, and/or other concerns. Establishes and maintains cooperative professional relations with others; Performs related duties as assigned by the administration in accordance with the school/system policies and practices. KNOWLEDGE, SKILLS AND ABILITIES: Ability to develop and maintain an empathetic attitude toward students; willing to learn specialized instructional/management techniques employed with students; ability to communicate and develop effective working relationships with students, parents, and staff; must be willing to seek and maintain CPR certification. EDUCATION AND EXPERIENCE: Candidates must hold a high school diploma or equivalent. Priority will be given to candidates who have prior teaching experience or are eligible for a Virginia Teaching License. PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS: Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. EVALUATION: Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.