Special education teacher jobs in Lynchburg, VA - 61 jobs

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 Teacher 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 o 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 o Ensure for an organized and structured classroom with access to a variety of activities and preferred items o 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 and/or 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 Quality Improvement Manager-Staff Development & Training 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 Roanoke VIA 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 *Qualifications* * A 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 *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. Job Type: Full-time Pay: $45,500.00 - $54,590.00 per year Benefits: * 401(k) * 401(k) matching * Dental insurance * Employee assistance program * Flexible spending account * Health insurance * Life insurance * Paid time off * Professional development assistance * Retirement plan * Tuition reimbursement * Vision insurance Schedule: * 8 hour shift * Day shift * Holidays * Monday to Friday * No nights * No weekends Experience: * Teaching: 1 year (Required) * Special education: 1 year (Required) License/Certification: * Special Education Certification (Required) Ability to Commute: * Lexington, VA 24450 (Required) Work Location: In person

The Special Education Teacher, under the direction of the Special Education Program Administrator provides quality services to specialeducation students, kindergarten through grade 12. The Special Education Teacher has acommitment to team participation in planning and implementation of studentprograms including special instruction, tutorial assistance and consultationwith general education staff. Minimum Requirements: + Bachelor's Degree from an accredited universitypreferred + Valid state teaching certificate as required by state,contract/district regulations + Minimum of one year experience in teaching environmentpreferred + State Teacher Certification; Type: Standard ElementaryTeaching preferred + State Teacher Certification; Type: Standard SecondaryTeaching preferred + State Teacher Certification; Type: Standard Special Teachingpreferred + Endorsement: Learning Behavior Specialist (LBS1) preferred + Complies with all relevant professional standards ofpractice + Current CPR if applicable + TB questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

Special Education Teacher - Adaptive Curriculum GENERAL INFORMATION Title: Special Education Teacher - Adaptive Curriculum Department: Heritage Elementary School Salary Grade: Teacher Pay Schedule FLSA Status: Exempt Site/Location: Lynchburg City Schools Reports to: Building Administrator Date: 05/23/2025 POSITION SUMMARY Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. ESSENTIAL FUNCTIONS Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs} by employing techniques in an overall positive behavioral support system. Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings. Provide crisis intervention, as needed, for students and those in inclusive classrooms. Assist in the collection of data for providing appropriate classroom interventions. Serve as a member of a multidisciplinary team as appropriate. Assist in the preparation of data for local, state, and federal reports. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities. Perform related work as required. This in no way states or implies that these are the only duties to be performed by this employee. LYNCHBURG CITY SCHOOLS COMPETENCIES Personal Competencies Honesty Integrity Ethical Equity Minded Emotional Intelligence Cultural Competence Safety Quality Leadership Competencies Models Excellent Customer Service Thinks Strategically Shows Initiative Acts Decisively Communicates Effectively Works Collaboratively Resolves Conflict Proactively Functional Competencies Technical Capabilities Computer Literacy Data Analysis and Management Fiscal Planning and Management Project Management Strategic Planning EDUCATION AND EXPERIENCE Candidate must possess or be eligible for a Virginia teaching license with special education (SPED) endorsement in adapted curriculum KNOWLEDGE, SKILLS AND ABILITIES Candidate must possess leadership and personal characteristics necessary for working effectively with students, parents, and staff. SUPERVISORY RESPONSIBILITY None TRAVEL REQUIREMENTS None WORK ENVIRONMENT AND PHYSICAL DEMANDS 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 accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to frequently stand, sit, walk, talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch. OTHER DUTIES Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. AAP/EEO STATEMENT LCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability or any other legally protected status. SALARY: Please refer to LCS Employee Pay Scales found here: ***************************************************************** DAYS: 200 START DATE: 2025-2026

To provide direct and consultative instructional and behavioral support to students in accordance with their Individualized Education Program. * Complies with all School Board Policies and State Laws relative to special education or general education classroom operations. * Maintains confidentiality of the students in their care, including student records, as well as student actions and behaviors in the school environment. * Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. * Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. * Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system. * Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. * Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. * To select appropriate diagnostic tools, be familiar with administrative procedures, and be able to interpret results for parents and professionals. * Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students. * Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs. * Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. * Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. * Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. * Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings. * Provide crisis intervention, as needed, for students and those in inclusive classrooms. * Assist in collection of data for providing appropriate classroom interventions. * Serve as a member of a multidisciplinary team as appropriate. * Continued professional development in order to stay up to date in the development of education for students with disabilities and to continue professional growth in their field of education. * Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities. * Performs other duties as the supervising administrator may assign. Job Specifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions. Minimum Qualifications (Knowledge, Skills and/or Abilities Required) A valid Virginia teaching license in the area of teaching responsibility and successful student teaching or teaching experience required. Knowledge of medical aspects of the children with disabilities and the implication for instruction is required. Knowledge of resources and techniques needed to integrate the children with disabilities into the least restrictive environment. Such alternatives to the above qualifications as the School Board or Superintendent may find appropriate and acceptable. 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. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity, hear and understand speech at normal levels; speak in audible tones so that others may understand clearly; physical agility to lift up to 25 pounds; to bend, stoop, climb stairs, walk and reach overhead. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually low to moderate. This in no way states or implies that these are the only duties to be performed by this employee. The Special Education Teacher will be required to follow any other instructions and to perform any other related duties as assigned by the Principal or appropriate administrator. Bedford County Public Schools reserves the right to update, revise or change this job description and related duties at any time.

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 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 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.

Teacher - Special Education Job Title: Teacher - Special Education (Elementary) Salary Scale: Scale 1.0 Teacher Salary Range: Work Days: 200 Reports To: School Principal or Designee FLSA Status: Exempt (Professional Staff Position) Overview: A Teacher performs complex professional work, providing teaching and/or training services to students in general instruction in one or more subject contents; motivates students to develop skills in assigned subject matters; performs related work as required. Teachers work with general supervision provided by school administrators. Limited supervision may be exercised over assigned paraprofessionals. Education Required: Bachelor's degree (B.A./B.S) or higher from an accredited college or university; must possess or be eligible to acquire appropriate license(s) and/or endorsement(s) for the position as required by the Virginia Department of Education Qualifications: Teachers must possess 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. Essential Duties: The minimum performance expectations include, but are not limited to, the following functions/tasks: Maintains and respects confidentiality of student and school personnel information; Meets and instructs the students(s) in assigned locations and at the designated times; Designs coherent instruction based upon knowledge of subject matter, current instructional practices, students, the community, and curriculum goals; Plans effective instruction to achieve desired objectives that reflect the Virginia Standards of Learning and division curriculum guidelines; Prepares for classes assigned and shows evidence of lesson preparation upon request of the building administrator(s); Diagnoses individual, group, and program needs and plans for the appropriate use of time, materials, and resources to match the ability and needs of all students; · IEP development, case management, and facilitation of IEP meetings for K-12 students; · Maintains compliance with federal and state special education regulations; · Participates in designated special education meetings; Evaluates students' progress; provides students with specific evaluative feedback; maintains appropriate records and prepares progress reports; Uses a variety of assessment strategies and instruments to make both short-term and long-range instructional decisions to improve student learning; Administers standardized tests in accordance with established procedures; Identifies and communicates specific student performance expectations; documents student learning gains using appropriate assessment instruments; Demonstrates an understanding of curriculum, subject, and current instructional practices; Creates learning experiences that make the subject matter meaningful for all students; Understands that students differ in their learning styles and differentiates instruction to meet diverse student needs; Uses appropriate materials, technology, and resources in a manner that promotes the development of critical thinking, problem solving, and performance skills; Selects, evaluates, and refines a variety of teaching methods and instructional strategies for the active engagement of students and improvement of student learning; Implements a classroom management policy that fosters a safe and positive environment for all students and staff; Ensures the adequate and safe supervision of students; Manages classroom procedures to maximize academic learning time; Establishes and maintains positive rapport with students; Motivates students to achieve maximum potential; Creates a supportive learning environment for all students that encourages social interaction, active engagement in learning, and self-motivation; Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; Reports any pertinent information to the building administrators in case of child endangerment, neglect, or abuse; Uses effective verbal, nonverbal, and media communication techniques to foster positive interactions in the classroom; Works collaboratively with staff, families, and community resources to support the success of a diverse student population; Takes responsibility for and participates in a meaningful and continuous process of professional development; Maintains licensure at the state and/or national level; assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date; Works in a collegial and collaborative manner with peers, school personnel, and the community to promote and support student learning; Provides service to the profession, the division, and the community; Complies with and supports school and division regulations and policies; Maintains proper boundaries with students at all times, assuring respect for the ethical and legal duties in the staff-student relationship and the essential duty to serve as a role model; Communicates with students, student counselors and parents through conferences and other means; Participates in curriculum development, faculty committees, and student activity sponsorship, as requested; Prepares course objectives and outline for course of study following curriculum guidelines or requirements of state and school. Lectures, demonstrates, and uses audiovisual teaching aids to present subject matter to class. Prepares, administers, and corrects tests, and records results. Assigns lessons, corrects papers, and hears oral presentations. Counsels pupils when adjustment and academic problems arise. Discusses pupils' academic and behavioral attitudes and achievements with parents. Keeps attendance and grade records as required by school. Coordinates class field trips. Works cooperatively with the total staff. Assumes responsibility for the care of materials, equipment, and facilities. Assumes responsibility for a neat, safe environment for students committed to their care. Provides a good role model of an educated professional in appearance, demeanor, dress and behavior; Assumes responsibilities outside the classroom as they relate to school; Models professional, moral, and ethical standards as well as personal integrity in all interactions; Models non-discriminatory practices in all activities; Performs related duties as assigned by the building administrator(s) in accordance with the school/division policies and practices. Supervisory Duties: Limited supervision over assigned paraprofessionals Physical Demands: Duties performed typically in school settings to include: classrooms, gymnasium, cafeteria; auditorium; and recreational areas. Frequent walking, standing, stooping, lifting, up to approximately 30 pounds, and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required. Other limited physical activities may be required. Occasional travel with students on field trips may be necessary. 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, noise and hazards. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular instruction to special needs children may be necessary. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with staff members, administration, and parents is required. Frequent contact with parents by phone and in person is necessary. Occasional contact with medical professionals may be required. Evidence of fitness to teach from the standpoint of health may be required from a qualified physician. Job Evaluation: Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities by building administrator(s) in accordance with school board policy and administrative regulations on evaluation of personnel. Rockbridge County Public Schools does not discriminate on the basis of race, color, national origin, age, religion, political affiliation, handicapping conditions, or gender in its educational programs or employment. No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position or program for which application is made. The Superintendent is designated as the responsible person regarding assurance of non-discrimination. The Superintendent may be reached at the School Board Office.

Special Education TeacherAbout UsMosaic Group, LLC, a leading provider of ABA and educational services in Virginia, provides life-changing behavioral therapy to children with autism. Our mission is to expand the reach of our services to touch the lives of more children and their families. About the OpportunityMosaic is currently seeking a Special Education Teacher in Roanoke, VA that provides an opportunity to work collaboratively with a multidisciplinary team. The Special Education Teacher reports to the Private Day School Director. What we offer Pay: $53,000-$60,000/year Board Certified Behavior Analyst support for the classroom Exceptionally trained 1:1 Registered Behavior Technicians to help with supporting and individualizing instruction for each student The opportunity to work in a extremely supportive environment with classroom materials consistently provided for you Continuing Education opportunities are provided and financially covered yearly Highly qualified supervision More than 5 weeks of paid Holiday Break Leave plus additional holidays throughout the year12 Teacher workdays for training, lesson planning, and report writing10 days of Paid-Time-Off (PTO) How you'll make a difference in the lives of children Develop Individual Educational Plan (IEP) and ensure accommodations are provided Create and implement differentiated lesson plans based on students' academic level, capabilities, and testing requirements of the student under Virginia SOL'sAdhere to guidance and regulations under IDEA and VDOEIdentify the need for, administration of, and the documentation of educational assessments Review incoming student IEPs and update goals as needed 30 days after enrollment Continually analyze student progress through formal and informal assessments, classroom observation, and collection of academic work Complete IEP report cards and progress reports Collaborate with clinical supervisors on student's behavior goals and ABA interventions Attend weekly student case reviews Attend eligibility, IEP, and transition meetings as necessary Responsible for preparing and conducting bi-monthly parent/teacher meetings and preparing process summaries for review by the Education CoordinatorAdminister VAAP/SOL testing as needed Ensure professional growth as needed to best support your students. Maintain the safety, health, overall well-being, and care of our students, as well as making referrals as necessary for additional services a family may need. What you'll bring Bachelor's Degree required, (Master's degree preferred) Current License in Special Education K-12 in Virginia (Provisional or Renewable) Training and/or experience in special education and a basic knowledge of the principles of Applied Behavior Analysis (preferred) Mosaic is an Equal Opportunity Employer

Job Description Primary Location Multiple School Locations Salary Range $51,899.00 / Per Year Shift Type Full-Time

TITLE: Elementary Teacher QUALIFICATIONS: Valid certification to meet State requirements with specific endorsement in the area to which assigned. Have demonstrated the professional and personal characteristics necessary for working effectively with students, parents, school personnel, and members of the community. Must have demonstrated success in working with a variety of students. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. REPORTS TO: Building Principal JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. PERFORMANCE RESPONSIBILITIES: Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, and projects to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Assesses the accomplishments of students regularly and provides progress reports as required. Meets the accommodations for the learning disabilities of students regularly, seeking the assistance of district specialists as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. LANGUAGE SKILLS Must have the ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Must possess the ability to write reports, business correspondence, and procedure manuals. Must possess the ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. MATHEMATICAL SKILLS Must possess the ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY Must possess the ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. CERTIFICATES, LICENSES, REGISTRATIONS Hold a valid Virginia driver's license. PHYSICAL DEMANDS 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 accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, vocal communication is required for expressing or exchanging ideas utilizing the spoken word; hearing is required to perceive information at normal spoken word levels. The employee frequently is required to stand, walk, and use hands and fingers to handle and feel. The employee is occasionally required to sit and reach with hands and arms. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include the ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. EVALUATION The performance of this job will be evaluated per School Board policy and administrative regulations on the evaluation of professional personnel.

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.

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 Teacher 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 o 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 o Ensure for an organized and structured classroom with access to a variety of activities and preferred items o 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 and/or 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 Quality Improvement Manager-Staff Development & Training 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 Roanoke VIA 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 Qualifications A 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 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. Job Type: Full-time Pay: $45,500.00 - $54,590.00 per year Benefits: 401(k) 401(k) matching Dental insurance Employee assistance program Flexible spending account Health insurance Life insurance Paid time off Professional development assistance Retirement plan Tuition reimbursement Vision insurance Schedule: 8 hour shift Day shift Holidays Monday to Friday No nights No weekends Experience: Teaching: 1 year (Required) Special education: 1 year (Required) License/Certification: Special Education Certification (Required) Ability to Commute: Lexington, VA 24450 (Required) Work Location: In person

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 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 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.

Adult Education Teacher (part-time) GENERAL INFORMATION Title: Adult Education Teacher (Part-Time: 12 to 16 hours per week) Department: Adult Learning Center/Amelia Pride Salary Grade: $30 an hour (this is an hourly grant-funded position) FLSA Status: Non-Exempt Site/Location: Adult Learning Center/Amelia Pride Reports to: Adult Center Coordinator/Student Services Director Date: 7/18/2025 POSITION SUMMARY Responsible for teaching Adult Basic Education, Pre-GED, and GED courses using instructional methods geared toward the adult learner in a classroom setting. Plan lessons and curriculum based on the needs of culturally diverse and multi-skill level students, which prepare students to pass the GED tests and/or enhance basic education skills for workforce preparation. ESSENTIAL FUNCTIONS Plan and prepare relevant and practical class lessons that help students make learning gains. Implement a variety of instructional delivery methods, including group or individualized instruction, in-person, hybrid classes and remote delivery. and contextualized instruction Administer student assessments using designated pre- and post-testing materials. Collaborate with students to establish goals, develop a learning plan, and monitor progress. The teacher will help students complete registration and provide proper assessment to determine best lessons. Responsible for effective classroom management that enhances student learning across a range of student ages and ability levels. Assist with student retention by contacting students who have not attended classes recently, either by phone, email, or mail. The teacher will document attendance and enter into database. Assist the program coordinator in such duties as deemed necessary to attain established program goals. LYNCHBURG CITY SCHOOLS COMPETENCIES Personal Competencies Honesty Integrity Ethical Equity Minded Emotional Intelligence Cultural Competence Safety Quality Leadership Competencies Models Excellent Customer Service Thinks Strategically Shows Initiative Acts Decisively Communicates Effectively Works Collaboratively Resolves Conflict Proactively Functional Competencies Technical Capabilities Computer Literacy Data Analysis and Management Fiscal Planning and Management Project Management Strategic Planning EDUCATION AND EXPERIENCE Bachelor's degree or higher. Must possess or be eligible for a valid Virginia Teaching license. Adult Education endorsement preferred, but not required. KNOWLEDGE, SKILLS AND ABILITIES Demonstrates knowledge of GED content areas. Demonstrates long range planning. Utilizes various forms of technology to assist in the delivery of instruction. Paces instruction to provide opportunities for student success. Demonstrates respect, consideration and courtesy. Cooperates with other teachers to exchange ideas. Maintains accurate records measuring student achievement. Maintains confidentiality. Accepts and fulfills additional responsibilities. Candidates must possess leadership and personal characteristics necessary for working effectively with students and staff. SUPERVISORY RESPONSIBILITY None TRAVEL REQUIREMENTS None WORK ENVIRONMENT AND PHYSICAL DEMANDS 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 accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to frequently stand; sit; walk; talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch. OTHER DUTIES Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. AAP/EEO STATEMENT LCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability or any other legally protected status. JOB STATUS: OPEN SALARY: Please refer to LCS Employee Pay Scales found here: ***************************************************************** DAYS: START DATE: 2025-26

Job Description Primary Location G. W. Carver Elementary School Salary Range $205.00 / Substitute Shift Type Full-Time

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.

Job Title: Paraprofessional- Special Education Pay Grade: 105 (High School Diploma), 106 (Associates), 107 (Bachelor) Terms of Employment: 192 days The purpose of this job is to assist the special education teacher in providing functional, instructional and behavioral support to meet the needs of students with disabilities. Essential Duties * Complies with assignments and extracurricular duties outlined by the supervising teacher or administrator. * Complies with all School Board Policies and State Laws relative to special education or general education classroom operations. * Maintains confidentiality of the students in their care, including student records, as well as student actions and behaviors in the school environment. * Assists the supervising teacher in implementation of instructional activities and behavioral interventions, as well as implementation of services and supports outlined in students' Individualized Education Plans (IEPs). * Assists in preparation of the classroom environment and materials, including acquiring resources within the school environment, as needed. This may include use of assistive technology and other such equipment that is required for the student in the school setting. * Assists the supervising teacher in providing for individual needs, preferences and interests of students. * Participates in in-service training programs, as needed. * Assists students with daily life activities as assigned by the supervising teacher or administrator, including but not limited to: toileting, mobility, dressing, basic hygiene, and communication. * Performs such other duties and assumes such other responsibilities as the supervising administrator may assign. Minimum Education and Experience Qualifications High School diploma or GED equivalent. Some experience working with disabled children is preferred. Must possess and maintain a valid state driver's license with an acceptable driving history. Physical Demands 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. 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, and to perform required tasks; see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal levels, speak in audible tones so that others may understand clearly; physical agility to lift 25 to 50 pounds; to bend, to stoop, to sit on the floor, to climb stairs, to walk and to reach overhead. Unavoidable Hazards (Work Environment) None. Americans with Disabilities Act Compliance Bedford County Schools is an Equal Opportunity Employer. ADA requires Bedford County Schools to provide reasonable accommodations to qualified persons with disabilities. Prospective and current employees are encouraged to discuss ADA accommodations with management. This in no way states or implies that these are the only duties to be performed by this employee. The employee will be required to follow any other instructions and to perform any other related duties as assigned by the appropriate administrator or supervisor. Bedford County Schools reserves the right to update, revise or change this job description and related duties at any time without prior notice.

Kindergarten Teacher GENERAL INFORMATION Title: Kindergarten Teacher Department: W. M. Bass Elementary Salary Grade: Teacher Pay Schedule FLSA Status: Exempt Site/Location: W. M. Bass Elementary Reports to: Building Administrator Date: 10/10/2025 POSITION SUMMARY Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. ESSENTIAL FUNCTIONS Instructional Strategies Develop and implement lesson plans that fulfill the requirements of the district's curriculum program and show written evidence of preparation as required. Prepare lessons that reflect an understanding of early childhood education and accommodate for differences in student learning styles as well as create a balanced program of instruction, demonstration, and age appropriate activities. Present subject matter according to guidelines established by Lynchburg City Schools, board policies, and administrative regulations. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding the learning styles, multi-sensory learning, and active learning needs of students assigned and components of the CLASS assessment (pre-kindergarten). Conduct assessment of student learning styles and use results to plan instructional activities. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP). Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements. Create a classroom environment conducive to learning and appropriate for the cognitive, communication, adaptive (self care), physical, social, and emotional development of students. Plan and supervise assignments of teacher aide(s) and volunteer(s). Use technology to strengthen the teaching/learning process. Student Growth and Development Help students analyze and improve study methods and habits. Conduct ongoing assessment of student achievement through formal and informal testing. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the principal. Be a positive role model for students, support the mission of the school district. Classroom Management and Organization Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with Student Code of Conduct and student handbook. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selection of books, equipment, and other instructional materials. Communication Establish and maintain open communication by conducting conferences with parents, students, administrators, and teachers. Maintain a professional relationship with colleagues, students, parents, and community members. Use effective communication skills to present information accurately and clearly. Professional Growth and Development Participate in staff development activities to improve job-related skills. Keep informed of and comply with state, district, and school regulations and policies for classroom teachers. Compile, maintain, and file all physical and computerized reports, records, and other documents required. Attend and participate In faculty meetings and serve on staff committees as required. Maintains confidentiality. Completes other duties as assigned. LYNCHBURG CITY SCHOOLS COMPETENCIES Personal Competencies Honesty Integrity Ethical Equity Minded Emotional Intelligence Cultural Competence Safety Quality Leadership Competencies Models Excellent Customer Service Thinks Strategically Shows Initiative Acts Decisively Communicates Effectively Works Collaboratively Resolves Conflict Proactively Functional Competencies Technical Capabilities Computer Literacy Data Analysis and Management Fiscal Planning and Management Project Management Strategic Planning EDUCATION AND EXPERIENCE Candidate must possess or be eligible for a Virginia Teacher License with an endorsement in early/primary education or elementary education. KNOWLEDGE, SKILLS AND ABILITIES SUPERVISORY RESPONSIBILITY None TRAVEL REQUIREMENTS None WORK ENVIRONMENT AND PHYSICAL DEMANDS 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 accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to frequently stand; sit; walk; talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch. OTHER DUTIES Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. AAP/EEO STATEMENT LCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability or any other legally protected status. JOB STATUS: OPEN SALARY: Please refer to LCS Employee Pay Scales found here: ***************************************************************** DAYS: 200 START DATE: 2025-2026

PRIMARY FUNCTION: To assist the teacher in achieving teaching objectives by working with individual students or small groups to help them achieve the skill levels of the class as a whole. QUALIFICATIONS: Hold the minimum of a high school diploma/GED. Must have Highly Qualified Paraprofessional Certification ( ets.org/parapro ) Certificate of Autism Spectrum Disorder training * vcuautismcenter.org/training/paraprofessionals.cfm Be at least 21 years of age. Have good physical and emotional health. Possess good character and leadership qualities. PERFORMANCE RESPONSIBILITIES: Works with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher. Assists the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities. Operates and cares for equipment used in the classroom for instructional purposes. Distributes and collects student papers and other materials for instruction. Guides independent study, enrichment work, and remedial work set up and assigned by the teacher. Assists with the supervision of students during emergency drills, assemblies, play periods, and field trips. Assists with such large group activities as reading aloud and story-telling. Reads to students, listens to students read, and participates in other forms of oral communication with students. Assists students in support programs. Assists or administers student assessments as directed. Helps students with their clothing. Assists with lunch, snack, and cleanup routines. Assists with wash-up and toilet routines. Provides student supervision in various school settings as assigned. Alerts the regular teacher to any problem or special information about an individual student. Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers. Participants in in-service training programs, as assigned. Perform other duties as assigned by the Principal. PHYSICAL DEMANDS: Duties performed typically in school settings include: school office, classroom, gym, cafeteria, auditorium, and recreational areas. Frequent walking, standing, stooping, lifting, up to approximately 30 pounds, and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required. Other limited physical activities are required. Occasional travel with students on field trips may be necessary. Vocal communication is required for expressing or exchanging ideas using 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, noise, and hazards. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular contact with special needs children is necessary. Regular contact with staff members, students, parents, and community members is required. Frequent contact with parents by phone and in person is necessary. Occasional contact with medical professionals may be required. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. REPORTS TO: Teacher/Building Principal TERMS OF EMPLOYMENT: 185 days / 7 hours per day. Salary and work year to be established by the Board. FLSA Status: Non-exempt EVALUATION: The performance of this job will be evaluated following provisions of the Board's policy on Personnel Evaluation. *Must be presented within 90 days of employment as a condition of contract

To provide a well organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. * Complies with assignment and extracurricular duties outlined by the teacher/principal. * Complies with all School Board Policies and state laws relative to special education or general education classroom operations (i.e. confidentiality). * Assists the teacher in implementing daily and long-range lesson plans, Individualized Educational Plans (IEP) services and other instructional related assignments. * Assists the teacher in preparation of classroom materials and acquires resources within the school as needed for students. * Assists the teacher in the providing for the individual needs, abilities, and interests of the students, (i.e. life skills, self-help skills, organizational skills). * Assist students with daily life activities as needed * Performs such other duties and assumes such other responsibilities as the Principal may assign. Job Specifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions. Minimum Qualifications (Knowledge, Skills and/or Abilities Required) Must be a high school graduate and demonstrated an aptitude for the working with children/students with disabilities. Such alternatives to the above qualifications as the School Board may find appropriate and acceptable. 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. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity, hear and understand speech at normal levels; speak in audible tones so that others may understand clearly; physical agility to lift up to 50 pounds; to bend, stoop, climb stairs, walk and reach overhead. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually low to moderate. This in no way states or implies that these are the only duties to be performed by this employee. The Special Education Paraprofessional will be required to follow any other instructions and to perform any other related duties as assigned by the Principal, teacher or appropriate administrator. Bedford County Public Schools reserves the right to update, revise or change this job description and related duties at any time.