Impactful Long-Term SPED Substitute Teacher

Charlottesville City Schools; Charlottesville (VA); On-site; USD 50,000 - 65,000; Full time

Job summary

A regional educational institution in Charlottesville is seeking a Long-term Substitute Special Education Teacher. This role is responsible for delivering educational programs for students with disabilities from February 2026 to May 2026. The ideal candidate will hold a Bachelor's degree in Special Education and demonstrate strong organizational and communication skills. Responsibilities include assessing student progress, creating a supportive classroom environment, and advocating for students' educational needs.

Qualifications

• Bachelor’s degree in Special Education is required.
• Endorsement in Special Education is required.
• Strong understanding of instructional needs of all students with disabilities.
• Previous experience preferred.

Responsibilities

• Provide an appropriate educational program for students with disabilities.
• Implement effective instructional strategies and assess student progress.
• Create a conducive learning environment.
• Advocate for students with disabilities.
• Maintain accurate and confidential records.

Skills

Communication skills

Organizational skills

Technical task management

Advocacy for students

Education

Bachelor’s degree in Special Education

Master’s Degree

Job description

Long-term Substitute Special Education Teacher

Location:Charlottesville High School / Lugo-McGinness Academy

Reports to: Principal

Anticipated Dates:February 2026 - May 2026

The Special Education Teacher is responsible for providing an appropriate educational program for students with disabilities. Disabilities may range from physical, developmental, intellectual, or various other educational disabilities. The setting may vary depending on the required service level of the students.

Essential Functions:
• Implement a variety of effective instructional strategies consistent with lesson objectives, based on collaborative goals formed with the classroom teacher and/or appropriate to the IEP for self-contained classes
• Diagnose and evaluate student abilities and progress in a timely and consistent manner
• Monitor student progress and adjust instruction accordingly
• Plan a program of study that meets the individual needs, interests, and abilities of the students
• Create a classroom environment that is conducive to learning
• Assess the accomplishment of students regularly and provide progress reports as required
• Refer students for alternative services as provided by the division, such as ESL, Intervention, etc.
• Implement district initiatives
• Collaborate with department teachers and content lead teacher
• Understand, create, and implement all elements of an IEP for each student
• Participate in the Charlottesville Tiered System of Supports as requested and assist with the evaluation progress of students referred for possible special education services.
• Maintain accurate, complete, and correct records as required by the school division, state and federal laws
• Provide confidentiality for students in their records, interactions, and communication
• Serve on committees as assigned
• Remain current on instructional practices in education, specifically special education
• Abide by school board policies, state statutes, and federal regulations
• Take necessary precautions to protect students, equipment, materials, and facilities
• Collaborate with other teachers and staff to assist in instructional practices to aid in student success
• Communicate with parents to share information regarding improvement and possible changes in the services
• Advocate for students with disabilities to ensure equity of services in all aspects of the school program
• Complete additional duties as assigned

Skills, Knowledge, and Abilities:
Skills are required to perform single, technical tasks, with a need to occasionally upgrade skills tomeet changing job conditions; apply pertinent policies, regulations, and/or laws; plan and manage activities; strong communication skills; prepare and maintain accurate records; and operate standard office equipment, including pertinent software applications; strong understanding of instructional needs of all students with disabilities; strong organizational skills
and able to meet deadlines; knowledge of basic math, including calculations using fractions, percents, and/or ratios; read technical information; compose a variety of documents and/or facilitate group discussions; analyze situations to define issues and draw conclusions; specific knowledge to satisfactorily apply appropriate codes, policies, regulations, and/or laws, age
appropriate activities, behavior plans, lesson plan requirements, community resources, and stages of child development; ability to schedule activities, meetings, and/or events, gather, collate, and/or classify data; use job-related equipment; flexibility to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; operate equipment using standardized methods; ability to work with a diversity of individuals and/or groups; independent interpretation of guidelines; problem solving with equipment; ability to establish and maintain constructive relationships; adapting to changing work priorities; maintaining confidentiality, exhibiting tact and patience; working flexible hours; ability to advocate for students in all areas of the educational program; beliefs that all students can learn

Education and/or Experience:
Bachelor’s degree in Special Education and endorsement in the area of Special Education is required. A Master’s Degree and previous experience is preferred.

Physical Conditions and Nature of Work:
Duties performed typically in a school setting include classroom, gym, cafeteria, auditorium, community, and recreational areas. Daily personal and close contact with students to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone, in writing, and in person is necessary. While performing the duties of this job, the teacher is regularly required to speak and/or hear. The employee is frequently required to stand, walk, reach with hands and arms, and stoop, bend at the knees and/or hips, kneel, or crouch. The teacher is occasionally required to use their hands to handle or feel and must occasionally climb or balance. The employee must frequently lift and/or
move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, and depth perception. The teacher must be able to respond to the unique educational needs of students with disabilities in a stressful setting. The job may emphasize intervention with and management of aggressive and self-abusive students, angry students, emotional students, infectious diseases, and personal physical abuse.

Evaluation:
The Special Education Teacher is evaluated by the Principal.