Elementary Special Education Teacher

Prince George County Public Schools; United States; On-site; USD 52,000 - 72,000; Full time

Job summary

Prince George County Public Schools seeks an Elementary Special Education Teacher for PreK–5 at North Elementary School. The role provides high-quality, individualized instruction to students with disabilities, aligned to the Virginia Standards of Learning and each student’s IEP.

The teacher collaborates with general education staff, related service providers, and families to ensure meaningful progress and compliance with IDEA and state regulations. A 10-month contracted position is offered.

Qualifications

• Knowledge of the Virginia Standards of Learning, elementary curriculum, and effective special education instructional practices.
• Ability to develop measurable IEP goals, monitor student progress, and maintain accurate special education documentation.
• Familiarity with IDEA, Virginia special education regulations, IEP requirements, and data-driven instruction.

Responsibilities

• Plans and delivers specially designed, standards-aligned instruction based on students' IEP goals and needs.
• Differentiates instruction using evidence-based strategies and appropriate resources.
• Collaborates with general education teachers, paraprofessionals, and families to support inclusive education.

Skills

Virginia Standards of Learning

Elementary curriculum

Special education instructional pract

IEP development

Education

Bachelor's degree

Job description

• Position Type:
  Elementary Teaching/ Elementary Teacher
  
• Date Posted:
  11/2/2026
  
• Location:
  North Elementary School
  
• Date Available:
  12/01/2026
  

ELEMENTARY SPECIAL EDUCATION TEACHER

GRADES PreK–5

POSITION INFORMATION

Position Title Elementary Special Education Teacher – Grades PreK–5

Position Classification Licensed / Instructional

Department Special Education / Student Services

Reports To Building Principal or Designee

FLSA Status Exempt

Employment Status Full-Time

Work Calendar 10 Months / Contracted Teacher Workdays

Salary Scale Teacher Salary Scale / Applicable Supplements

Work Location Assigned Elementary School or Program

Supervises Students; Provides Instructional Direction to Assigned Paraprofessionals

Revision Date August 2026

POSITION SUMMARY

The Elementary Special Education Teacher – Grades PreK–5 provides high-quality, individualized, and specially designed instruction to students with disabilities in accordance with the Virginia Standards of Learning, Virginia's early learning standards as applicable, Prince George County Public Schools curriculum, and each student's Individualized Education Program (IEP).

The teacher creates a safe, structured, inclusive, and engaging learning environment that supports students' academic, behavioral, social-emotional, communication, adaptive, and developmental needs. The position requires collaboration with general education teachers, paraprofessionals, related service providers, administrators, and families to ensure students receive appropriate educational services and opportunities to achieve meaningful progress.

The teacher ensures compliance with applicable federal and state special education requirements, maintains accurate educational records, and monitors student progress.

ESSENTIAL RESPONSIBILITIES

The following responsibilities reflect the Virginia Department of Education's expectations for effective teaching and the specialized instructional responsibilities of an elementary special education teacher.

Teaching and Learning

• Demonstrates knowledge of elementary curriculum, the Virginia Standards of Learning, child development, special education instructional practices, and the individual learning needs of students with disabilities.
• Plans and delivers specially designed, standards-aligned instruction based on students' IEP goals, present levels of performance, and identified educational needs.
• Differentiates instruction using evidence-based strategies, accommodations, modifications, assistive technology, and appropriate instructional resources.
• Provides individualized, small-group, and whole-group instruction in general education, resource, inclusion, or self-contained settings as assigned.
• Uses explicit instruction, modeling, guided practice, repetition, and other appropriate strategies to develop academic and functional skills.
• Supports the development of communication, social-emotional, behavioral, adaptive, and independent living skills when appropriate to students' IEPs.
• Collaborates with general education teachers to support student access to grade-level curriculum and meaningful participation in inclusive educational settings.
• Provides instructional direction and support to assigned paraprofessionals to ensure consistent implementation of student instructional and support plans.

Individualized Education Programs and Student Services

• Develops, implements, monitors, and reviews IEPs in accordance with the Individuals with Disabilities Education Act (IDEA), Virginia special education regulations, and PGCPS procedures.
• Serves as an IEP case manager for assigned students, coordinating meetings, documentation, services, and required timelines.
• Develops measurable annual goals and identifies appropriate instructional accommodations, modifications, services, and supports.
• Collects and analyzes student performance data to evaluate progress toward IEP goals and determine instructional adjustments.
• Prepares and communicates required IEP progress reports to parents/guardians within established timelines.
• Participates in eligibility, evaluation, reevaluation, placement, and other special education meetings as required.
• Collaborates with school psychologists, speech-language pathologists, occupational therapists, physical therapists, counselors, nurses, and other service providers.
• Maintains accurate and confidential special education records, service documentation, progress monitoring data, and other required reports.
• Ensures that required special education services and accommodations are implemented within the teacher's assigned responsibilities and promptly communicates concerns regarding service delivery to appropriate administrators.

Assessment and Student Progress

• Uses formative, summative, diagnostic, and individualized assessments to evaluate student learning and instructional effectiveness.
• Monitors academic, behavioral, functional, and developmental progress using multiple sources of data.
• Establishes measurable instructional goals aligned with students' individual needs and IEP requirements.
• Provides timely, meaningful feedback to students and families regarding progress.
• Adjusts instruction, interventions, and support strategies based on assessment results and student performance.
• Participates in state and division assessment programs and ensures implementation of required testing accommodations.
• Maintains accurate grades, assessment records, IEP progress documentation, and student performance information.

Learning Environment, Behavior, and Student Support

• Establishes and maintains a safe, respectful, inclusive, structured, and supportive learning environment.
• Implements consistent classroom routines, positive behavioral supports, and developmentally appropriate behavior management practices.
• Develops and implements behavioral strategies and Behavior Intervention Plans (BIPs) in collaboration with appropriate school personnel.
• Uses proactive interventions, positive reinforcement, de-escalation strategies, and other division-approved practices to support student behavior.
• Supports students in developing communication, self-regulation, social interaction, independence, and self-advocacy skills.
• Provides appropriate supervision and ensures student safety during instructional activities, transitions, meals, and other assigned school activities.
• Coordinates and supports student-specific needs related to mobility, feeding, toileting, hygiene, positioning, and other activities of daily living when required by an IEP or applicable student support plan.
• Provides instructional direction to paraprofessionals assisting with student personal-care needs and collaborates with appropriate personnel to ensure staff receive required training.
• Performs specialized health-related or personal-care procedures only when appropriately trained and authorized.
• Follows established procedures for emergency response, student safety, behavioral intervention, and reporting of suspected abuse or neglect.

Equity and Responsive Instruction

• Maintains high academic and behavioral expectations while recognizing students' individual abilities, strengths, and support needs.
• Provides equitable access to meaningful learning opportunities and the general education curriculum to the maximum extent appropriate.
• Uses culturally responsive, developmentally appropriate, and individualized instructional practices.
• Promotes student dignity, independence, inclusion, and positive peer relationships.
• Collaborates with instructional and support personnel to identify and remove barriers to student participation and achievement.
• Supports student participation in the least restrictive environment consistent with each student's IEP.

Communication, Collaboration, and Professionalism

• Communicates regularly and professionally with parents/guardians regarding student progress, IEP implementation, educational needs, and areas of concern.
• Collaborates with general education teachers, special education staff, related service providers, paraprofessionals, administrators, and other school personnel.
• Participates in Professional Learning Communities, faculty meetings, IEP meetings, professional development, and other required school and division activities.
• Provides clear instructional direction and professional support to assigned paraprofessionals.
• Maintains accurate and timely student records, reports, and documentation in accordance with division expectations.
• Demonstrates professional ethics, integrity, sound judgment, and appropriate professional conduct.
• Maintains confidentiality of student educational, medical, behavioral, and personal information.
• Maintains required Virginia teaching licensure, endorsements, certifications, and professional development requirements.
• Participates in the PGCPS teacher evaluation process and uses feedback, student outcomes, and professional goals to improve instructional effectiveness.
• Complies with applicable federal and state laws, School Board policies, regulations, and division procedures.
• Performs other related duties as assigned.

QUALIFICATIONS

Minimum Qualifications

• Bachelor's degree from an accredited college or university.
• Holds or is eligible to hold a valid Virginia teaching license, provisional license, or other teaching credential or authorization recognized by the Virginia Department of Education and permitted by applicable Virginia law.
• Holds or is eligible to obtain the appropriate Virginia special education endorsement required for the assigned instructional setting and student population.
• Meets all applicable Virginia Department of Education requirements for employment as a special education teacher.
• Demonstrates knowledge of IDEA, Virginia special education regulations, IEP development, specially designed instruction, and progress monitoring.
• Demonstrates knowledge of elementary curriculum, instructional planning, assessment, differentiation, and classroom management.
• Demonstrates the ability to work effectively with students with a wide range of academic, developmental, behavioral, communication, and adaptive needs.
• Demonstrates effective oral and written communication skills.
• Demonstrates the ability to collaborate with families, general education teachers, paraprofessionals, related service providers, and administrators.
• Demonstrates proficiency with instructional technology, assistive technology, student information systems, and other division-approved educational platforms.

Preferred Qualifications

• Previous successful teaching or student-teaching experience in an elementary special education setting.
• Experience providing instruction in inclusion, resource, or self-contained special education classrooms.
• Experience developing and implementing IEPs, Behavior Intervention Plans, and individualized instructional programs.
• Experience supporting students with intellectual disabilities, autism, developmental disabilities, learning disabilities, or other educational disabilities.
• Experience working collaboratively with paraprofessionals and related service providers.
• Training in evidence-based behavioral interventions, assistive technology, communication supports, and adaptive instructional practices.

KNOWLEDGE, SKILLS, AND ABILITIES

The Elementary Special Education Teacher should demonstrate:

• Knowledge of the Virginia Standards of Learning, elementary curriculum, and effective special education instructional practices.
• Knowledge of IDEA, Virginia special education regulations, IEP requirements, and student confidentiality protections.
• Knowledge of child development and the academic, behavioral, communication, social-emotional, and adaptive needs of students with disabilities.
• Ability to develop and implement individualized, standards-aligned instruction.
• Ability to develop measurable IEP goals, monitor student progress, and maintain accurate special education documentation.
• Ability to establish a safe, structured, respectful, and engaging learning environment.
• Ability to implement positive behavioral supports and appropriate student interventions.
• Ability to support students with significant learning, communication, mobility, or adaptive needs.
• Ability to provide appropriate instructional direction to paraprofessionals and collaborate with related service providers.
• Ability to analyze student data and use results to improve instruction and student outcomes.
• Ability to communicate effectively with students, families, colleagues, administrators, and other stakeholders.
• Ability to use instructional and assistive technology effectively.
• Ability to maintain confidentiality, exercise sound professional judgment, and demonstrate ethical conduct.
• Ability to organize, prioritize, and manage instructional, case management, and compliance responsibilities within required timelines.

PHYSICAL REQUIREMENTS

The physical demands described are representative of those required to successfully perform the essential functions of this position.

• Regularly required to communicate verbally and electronically with students, staff, families, and other stakeholders.
• Frequently required to sit, stand, walk, bend, reach, kneel, stoop, and move throughout classrooms and school facilities.
• Requires sufficient mobility to provide instruction, supervise students, and respond to student and school safety needs.
• May require physical assistance with student mobility, positioning, transfers, toileting, feeding, or other personal-care activities based on assigned student needs and appropriate training.
• May require pushing or maneuvering wheelchairs, adaptive equipment, instructional materials, or other student-support devices.
• Requires sufficient visual and auditory ability to supervise students, deliver instruction, monitor student responses, and recognize safety concerns.
• Requires regular use of computers, interactive displays, communication devices, assistive technology, and other educational equipment.
• May require lifting, carrying, pushing, or moving instructional materials or equipment, and assisting with student transfers or mobility using appropriate training, equipment, and assistance.

Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the position.

WORK ENVIRONMENT

Work is performed primarily in an elementary public school environment, including general education classrooms, special education classrooms, resource rooms, hallways, cafeterias, restrooms, playgrounds, and other instructional or school-related settings.

The position requires frequent interaction with students, families, teachers, paraprofessionals, administrators, and related service providers. Depending on the assigned student population, the employee may encounter challenging behaviors, elevated noise levels, bodily fluids, personal-care responsibilities, and situations requiring prompt attention to student safety.

The position requires flexibility in responding to changing instructional, behavioral, developmental, and student-support needs while maintaining compliance with applicable special education requirements.

The employee may be required to participate in meetings, professional development, parent conferences, IEP meetings, school activities, and other responsibilities occurring before or after the regular instructional day as established by contract, School Board policy, or administrative assignment.

TERMS OF EMPLOYMENT

Ten-month contracted position. Salary and work calendar are established annually by the Prince George County School Board. Compensation is based on the approved teacher salary scale, applicable years of creditable experience, and any School Board-approved special education supplements or stipends for which the employee qualifies.

Continued employment is contingent upon maintaining the license, endorsement, credential, or other authorization required by the Commonwealth of Virginia and Prince George County Public Schools for the assigned special education teaching responsibilities.

Specific teaching assignments, grade levels, schools, instructional settings, and student populations may be modified based upon student enrollment, licensure and endorsement, program requirements, IEP service needs, and the operational needs of Prince George County Public Schools.

Employment is subject to all applicable Prince George County School Board policies and regulations, the terms of the employee's contract, and applicable federal and state laws and regulations.

EVALUATION

Performance will be evaluated in accordance with Prince George County School Board policy and the Virginia Board of Education's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. Evaluation will consider the teacher's effectiveness in the eight areas established by the Virginia Board of Education:

• Professional Knowledge – Demonstrates knowledge of elementary curriculum, special education requirements, instructional practices, and student developmental needs.
• Instructional Planning – Plans standards-aligned, individualized instruction based on student needs, assessment data, and IEP requirements.
• Instructional Delivery – Uses effective, differentiated, and specially designed instruction to engage students and promote learning.
• Assessment of and for Student Learning – Uses assessments, progress monitoring, and student data to guide instruction and measure progress toward academic and IEP goals.
• Learning Environment – Establishes a safe, structured, respectful, inclusive, and supportive learning environment.
• Culturally Responsive Teaching and Equitable Practices – Maintains high expectations and provides equitable, individualized learning opportunities for students with diverse needs.
• Professionalism – Demonstrates ethical conduct, effective communication, collaboration, professional growth, and compliance with special education responsibilities.
• Student Academic Progress – Uses evidence of student learning, IEP progress, and individual growth to evaluate and improve instructional effectiveness.

EQUAL EMPLOYMENT OPPORTUNITY

Prince George County Public Schools is an Equal Opportunity Employer and does not discriminate in employment on the basis of any characteristic protected by applicable federal or Virginia law. Employment decisions are based on qualifications, merit, performance, and the operational needs of the school division.

AMERICANS WITH DISABILITIES ACT (ADA)

Prince George County Public Schools is committed to complying with the Americans with Disabilities Act and other applicable laws regarding individuals with disabilities. Reasonable accommodations may be provided to qualified individuals with disabilities to enable them to perform the essential functions of the position, unless doing so would impose an undue hardship on the school division.

DISCLAIMER

This job description describes the general nature and level of work performed by employees assigned to this position and is not intended to represent an exhaustive list of all duties, responsibilities, qualifications, or working conditions. Prince George County Public Schools reserves the right to modify duties and responsibilities and assign additional duties as necessary to meet student, school, program, and division needs. Assignment to a particular grade level, classroom, instructional setting, school, or special education program is based upon the employee's qualifications and licensure, student enrollment, IEP service requirements, program needs, and the operational needs of Prince George County Public Schools.