Early Childhood Special Education Teacher, 2025-2026 School year

Culpeper County Public Schools; Culpeper (VA); On-site; USD 10,000 - 60,000; Full time

Job summary

An established educational institution is seeking a dedicated professional to ensure effective instruction and case management for students with significant cognitive disabilities. This role involves developing Individualized Education Plans (IEPs), implementing specialized instruction, and collaborating with parents and educators to support student success. The position demands a deep understanding of effective teaching practices and assistive technology to meet the unique needs of students. If you are passionate about making a difference in the lives of students with special needs and thrive in a collaborative environment, this opportunity is perfect for you.

Qualifications

• Possess or qualify for a professional license and appropriate endorsement.
• Knowledge of characteristics of students with significant cognitive disabilities.

Responsibilities

• Ensure safety and well-being of students on caseload.
• Develop and implement Individualized Education Plans (IEPs).
• Provide instruction in life skills and functional academics.

Skills

Knowledge of significant cognitive disabilities

Effective instructional practices

Assistive Technology

Collaboration with educators

Behavioral intervention strategies

Communication skills

Education

Professional license and endorsement by Virginia Department of Education

Job description

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:

• Ensure for the safety and well-being of students on caseload, including adherence to Health Plans for students with medical needs.
• Develop Individualized Education Plans (IEPs) for students assigned to caseload in collaboration with parents, teachers, and related services personnel.
• Schedule and facilitate annual IEP meetings and IEP amendment meetings for each student on caseload as needed.
• Select appropriate Aligned Standards of Learningfor each student according to his/her needs for instruction within the framework of the Virginia Alternate Assessment Program.
• Design and implement specialized and individualized instruction using evidenced-based practices, including principles of Applied Behavior Analysis, TEACCH strategies, and visual strategies to meet the unique needs of students with significant cognitive disabilities in compliance with IEPs.
• Collect and organize individual student performance evidence for the Virginia Alternate Assessment Program.
• Provide instruction in life skills, communication, functional academics, social skills, vocational skills and individualized transition skills.
• Implement positive behavior intervention and supports as well as conduct Functional Behavior Assessments (FBAs) and create Behavior Intervention Plans (BIPs) as necessary for students exhibiting challenging behavior.
• Implement assistive technology to enable students to be independent with communication and other skills.
• Collect data on IEP goals and adjust instruction accordingly and/or propose IEP changes if needed.
• Monitor student progress, collaborating with related service providers and paraeducators in the provision of specialized instruction and related services.
• Provide supervision and training for paraeducator(s) assigned to classroom.
• Provide and ensure for students’ personal hygiene care.
• Provide on-going communication and collaboration with parents and guardians.
• At the high school level, collaborate with representatives from transition agencies.
• Participate in professional development and coaching opportunities as provided by Behavior Specialist and Office of Special Education.
• All other duties as assigned.

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