Elementary Special Education Adaptive Teacher (Grades K–1)

Young World Physical Education; Lynchburg (VA); On-site; USD 52,000 - 78,000; Full time

Job summary

Lynchburg City Schools is seeking an Elementary Special Education Adaptive Teacher for grades K–1 in Lynchburg, Virginia. The role focuses on providing specialized instruction to students with disabilities using the Virginia Adaptive Curriculum and IEP goals.

The teacher will collaborate with families, general education staff, and related service providers to support individualized learning outcomes. The position emphasizes building foundational academic, communication, social-emotional, and

Qualifications

• Virginia license with SPED adaptive curriculum endorsement or eligibility required.
• Experience collaborating with multiple stakeholders (families, teachers, related service providers).
• Ability to apply evidence-based instructional practices and data-informed planning.

Responsibilities

• Deliver instruction aligned with Virginia Adaptive Curriculum and each student’s IEP.
• Use systematic instruction to develop reading, math, communication, and life skills.
• Collaborate with general education and related staff to support inclusive practices.
• Plan engaging, differentiated instruction with multi-sensory strategies and assistive tech.
• Monitor progress with ongoing assessments and data to inform decisions.
• Maintain accurate student records including IEPs, progress, and required reports.
• Communicate regularly with families about student progress and supports.

Skills

Leadership

Collaboration

Communication

Student-focused

Education

Virginia teaching license with SPED adaptive curriculum endorsement

Job description

Elementary Special Education Adaptive Teacher (Grades K–1)

Lynchburg City Schools Various – Lynchburg, Virginia Open in Google Maps

This job is also posted in Lynchburg City Schools

Job Details

Job ID: 5874839
Application Deadline: Posted until filled
Posted: Aug 06, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Elementary Special Education Adaptive Teacher (Grades K–1) GENERAL INFORMATION Title: Elementary Special Education Adaptive Teacher (Grades K–1) Department: Division TBD Salary Grade: Teacher Pay Schedule
FLSA Status: Exempt Site/Location: Division TBD Reports to: Building Administrator Date: 08/06/2026 POSITION SUMMARY

The Elementary Special Education Adaptive Teacher (Grades K–1) provides specialized instruction and individualized learning experiences for kindergarten and first-grade students with disabilities who access the Virginia Standards of Learning through the Adaptive Curriculum. The teacher develops and implements standards-based instructional programs aligned with each student's Individualized Education Program (IEP), with an emphasis on building foundational academic, communication, social-emotional, behavioral, adaptive, and functional life skills.

The teacher creates a structured, nurturing, and engaging classroom environment that promotes early learning, independence, and positive social interactions while supporting each student's unique developmental needs. Working collaboratively with families, general education teachers, related service providers, and school staff, the teacher uses evidence-based instructional practices, ongoing assessment, and data-driven decision-making to maximize student growth. The Elementary Special Education Adaptive Teacher fosters the development of essential skills that prepare students for continued academic success, increased independence, and meaningful participation in school and community settings.

ESSENTIAL FUNCTIONS

• Deliver specialized, developmentally appropriate instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), with a focus on early literacy, foundational mathematics, communication, adaptive behavior, and functional life skills.
• Implement evidence-based instructional practices to develop students' sensory, perceptual-motor, communication, cognitive, social-emotional, adaptive, and self-help skills.
• Provide explicit, systematic instruction in foundational reading, writing, mathematics, and communication through differentiated, multi-sensory instructional strategies, assistive technology, and evidence-based interventions.
• Develop students' expressive and receptive communication skills using verbal language, augmentative and alternative communication (AAC), visual supports, and other individualized communication systems, as appropriate.
• Promote positive social, emotional, behavioral, and self-regulation skills through Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and individualized Behavior Intervention Plans (BIPs).
• Modify curriculum, instructional materials, classroom activities, and assessments to ensure students have meaningful access to grade-level standards while addressing individualized developmental and functional needs.
• Plan and implement engaging instructional experiences that include direct instruction, guided practice, play-based learning, movement, exploration, independent learning, and small-group instruction.
• Create and maintain a safe, structured, nurturing, and inclusive learning environment that fosters student engagement, independence, and positive behavior.
• Establish and reinforce classroom routines, expectations, and procedures that support learning and maximize instructional time.
• Collaborate with general education teachers to support inclusive practices through instructional planning, accommodations, modifications, co‑teaching, and progress monitoring.
• Monitor student achievement through ongoing assessments, observations, curriculum‑based measures, and data collection to evaluate progress toward IEP goals and instructional objectives.
• Maintain accurate and timely student records, including IEP documentation, progress reports, assessment data, Medicaid documentation (when applicable), and records required by federal, state, and division regulations.
• Communicate effectively with parents and guardians regarding student progress, instructional programming, behavioral development, and individualized educational needs.
• Participate in eligibility meetings, IEP meetings, Child Study Team meetings, manifestation determinations, and other multidisciplinary meetings to support student success.
• Collaborate with administrators, related service providers, school psychologists, counselors, social workers, nurses, and other educational professionals to implement comprehensive support plans.
• Implement accommodations, modifications, and specially designed instruction across instructional settings in accordance with each student's IEP.
• Collect, analyze, and maintain instructional and behavioral data to support intervention planning, progress monitoring, and local, state, and federal reporting requirements.
• Utilize approved crisis prevention, de‑escalation, and behavior management strategies to maintain a safe and supportive learning environment.
• Promote students' independence by teaching self‑help, daily living, communication, self‑advocacy, and age‑appropriate social skills.
• Participate in ongoing professional learning, curriculum development, collaborative planning, compliance training, and other professional growth opportunities.
• Perform other duties and responsibilities as assigned by the principal or designee in support of the instructional program and the success of students.

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 adaptive curriculum (Students with disabilities who access the 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.

JOB STATUS: OPEN SALARY: Please refer to LCS Employee Pay Scales found here DAYS PER YEAR: 200 SCHOOL YEAR: 2026-2027

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Kenya Fowler , Director of Exceptional Learners
• EXCEPTIONAL LEARNERS
• Phone: [phone]

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