Lead Special Education Teacher (Elementary) 2026-27

Anova Education; Virginia (MN); On-site; USD 50,000 - 70,000; Full time

Job summary

Anova Education is seeking an Elementary Lead Special Education Teacher to provide direct support for instructional programs at the elementary level ensuring compliance with applicable laws.

The role involves implementing educational initiatives, attending meetings, and coordinating special education processes to aid students' individual needs. Candidates must have a Master's degree, valid teaching license, and substantial experience in special education.

Qualifications

• Five years of successful experience in special education.
• Valid Virginia Teaching license with endorsement in Special Education.
• Ability to work independently and collaboratively.

Responsibilities

• Implement new initiatives for elementary programs.
• Attend various meetings related to student needs.
• Coordinate and track special education processes.

Skills

Federal and State Special Education guidelines

IEP development knowledge

Attention to detail

Team leadership

Education

Master's Degree or higher from an accredited college or university

Valid Virginia Teaching license in Special Education

Job description

Elementary Lead Special Education Teacher

Fluvanna County Public Schools seek to hire an Elementary Lead Special Education Teacher for the 2026-27 school year.

Please complete an online application for review and attach Virginia Teaching license information and transcripts.

Questions regarding this position can be directed to Jennifer Valentine, Director, at [e-mail].

Division: Fluvanna County Public Schools

Reports to: Director of Special Education

FLSA Status: Exempt

Salary Index: Teacher Salary Scale

SUMMARY

To provide direct support to instructional programs and processes related to Special Education services at the elementary level to ensure compliance with federal and state laws and governing regulations.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Assists with the implementation of all new initiatives for Elementary programs
• Attends grade-level meetings and training as required
• Adheres to state and federal guidelines under IDEA and Section 504
• Serve as administrative designee in meetings as requested
• Attend Child Study meetings, IEP meetings, 504, and other school-based meetings as requested/needed
• Review student and teacher data
• Assist with data collection for state reporting
• Provide monthly reports as requested by the Director of Special Education
• Assist with 60‑day screenings, including private schools
• Coordinate and track all Child Study referrals and ensure compliance with mandated timelines
• Coordinate and track all initial referrals for special education to determine eligibility
• Coordinate and track all student re‑evaluation review meetings to determine eligibility and services
• Coordinate and track special education transfer students to determine eligibility
• Attend workshops and conferences (including VDOE sponsored) related to eligibility and educational disabilities
• Provide updates and supports to special education department administration and staff
• Provide in‑services, training, and professional development to staff related to eligibility for IDEA & Section 504
• Collaborate with administration and teachers to ensure adherence to local, state, and federal guidelines
• Assist with providing instructional feedback
• FAPT/CSA Case Management and CANS certification
• Case Management for Out-of-Country Placements and Individual Service Plans
• Assist with monitoring and development of IEPs for out‑of‑school placements, including private schools
• Assist the transportation department for all students receiving specialized transportation
• Provide instructional support to the Early Childhood Special Education (ECSE) programs if at Central
• Other duties as assigned

QUALIFICATIONS

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 accommodations may be made to enable individuals with disabilities to perform essential functions.

Knowledge, skills, and abilities:

• Federal and State Special Education guidelines
• Knowledge of IEP development and the Eligibility process
• Ability to assist staff in developing legally compliant documentation for students to provide FAPE as outlined by IDEA and section 504
• Ability to maintain attention to detail and work with various teaching styles
• Ability to be independent and lead teams in a manner consistent with the mission and goals of FCPS

EDUCATION

• Master’s Degree or higher from an accredited college or university
• Valid Virginia Teaching license with an endorsement in Special Education.
• Experience working with individuals with challenging behaviors.
• Experience working in alternative programs and settings.
• Valid certification to meet State requirements with specific endorsement in the area in which assigned.
• Good health and no disqualifying physical or emotional handicaps. Evidence of fitness to teach may be required from a qualified physician.

EXPERIENCE

• Minimum of five years of successful experience as a teacher, administrator, or supervisor in special education
• Demonstrated skill in working effectively with students, parents, colleagues, and administrators
• Demonstrated decision‑making skills to make difficult decisions in the best interest of students
• Ability and willingness to collaborate in all areas of special education
• Demonstrated ability to effectively communicate and make timely decisions, adhering to federal, state, and local guidelines
• Ability to maintain confidentiality and work under rigorous timelines
• Ability to work independently

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY

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

Valid certification to meet State requirements with specific endorsement in the area to which assigned. Applicants with teaching experience must have an acceptable rating for such teaching.

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.

While performing these duties, the employee is regularly required to talk or hear. The employee frequently must stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit, climb, or balance. The employee must lift overhead, above the shoulders, and horizontally. Lifting or moving children to a wheelchair, table, and desk, or assisting with bathroom/hygiene. The employee must frequently lift and/or move up to 50 pounds and occasionally lift and/or move up to 50 pounds. The employee must push items of 50 pounds such as pushing a child on a bike or swing, or moving/rearranging furniture. Specific vision abilities required by this job include distance vision and 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. Must work both inside and outside and within various degrees of noise, temperature, and air quality. Interruptions are routine; flexibility and patience are required. Must be self‑motivated and able to complete job assignments under stressful conditions. After‑hour work may be required. Must be prepared to handle physical outbursts by students, including but not limited to hitting, kicking, spitting, scratching, and biting.

TERMS OF EMPLOYMENT

10‑month or 11‑month contract, depending on the building.

EVALUATION

Performance on this job will be evaluated in accordance with school board policy and administrative regulations on the evaluation of personnel.