LEAP Adaptive Curriculum Special Education Teacher (Long-Term Substitute) - Jackson-Via Element[...]

Charlottesville City Schools; Charlottesville (VA); On-site; USD 52,000 - 76,000; Full time

Benefits offered by this job

None

Job summary

Charlottesville City Schools is seeking a LEAP Adaptive Curriculum Special Education Teacher (Long-Term Substitute) starting January 2026. The role focuses on students with significant intellectual disabilities requiring an adapted curriculum and functional academics across vocation, community, leisure, and domestic domains.

The position emphasizes IEP-driven instruction and collaboration with district staff.

Qualifications

• Hold or be eligible for a Virginia Teaching License with an endorsement in Special Education-General Curriculum K-12.
• Master’s Degree in Special Education Adaptive Curriculum preferred.

Responsibilities

• Implement instructional strategies aligned with IEP goals for self-contained classes.
• Diagnose and evaluate student abilities and progress.
• Monitor progress and adjust instruction accordingly.
• Plan a program of study meeting individual student needs.
• Maintain accurate records in accordance with policies and laws.
• Communicate with parents and collaborate with classroom staff.

Skills

Strong communication

Record keeping

IEP implementation

Collaboration

Adaptability

Education

Virginia Teaching License - Special Education K-12

Master's in Special Education Adaptive Curriculum

Job description

LEAP Adaptive Curriculum Special Education Teacher (Long-Term Substitute)

Anticipated Start Date:January 2026

Designed for students with significant intellectual disabilities who require an adapted curriculum to develop functional academics along with skills that they will need in everyday life across the domains of vocation, community, leisure/recreation, and domestic. Provides intensive individualized instruction across the five domains with emphasis on adjusting based on age.

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 on a regular basis 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 Charlottesville Tiered System of System as requested and assist with the evaluation process 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 assure 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 in order to meet changing job conditions; apply pertinent policies, regulations and/or laws; planning and managing activities; strong communication skills; preparing and maintain accurate records; and operating 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 student can learn

Education and/or Experience:

The candidate must hold or be eligible for a Virginia Teaching License with an endorsement in Special Education-General Curriculum K-12. A master’s Degree, Special Education Adaptive Curriculum endorsement, and previous experience are 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 and hands and arms, 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 LEAP Teacher is evaluated by the Principal.

FLSA Status:

Exempt