Special Education Teacher - Charlottesville High School (2026-2027 School Year)

Charlottesville City Schools; Charlottesville (VA); Sur place; USD 55 000 - 70 000; Plein temps

Résumé du poste

Charlottesville City Schools seeks a Special Education Teacher at Charlottesville High School to provide an appropriate program for students with disabilities. The role focuses on implementing IEP-based instruction and collaborating with staff and families.

The teacher will diagnose, monitor progress, and maintain records while advocating for students and ensuring compliance with policies and laws. 10-month contract with exempt status and on-site responsibilities.

Qualifications

• Bachelor’s degree in Special Education with appropriate endorsement required.
• Ability to develop and implement IEP-based instruction.
• Strong communication and collaboration with staff and parents.

Responsabilités

• Implement instructional strategies aligned with IEP goals for self-contained classes.
• Diagnose and evaluate student abilities and progress.
• Monitor progress and adjust instruction accordingly.
• Create and implement all elements of IEP for each student.
• Maintain accurate records and communicate with parents on progress.
• Collaborate with teachers and staff to support student success.
• Advocate for students with disabilities to ensure equitable services.

Connaissances

Communication

Classroom management

Record keeping

Collaboration

Formation

Bachelor’s degree in Special Education

Endorsement in Special Education

Master’s degree preferred

Description du poste

Charlottesville High School

Position: Special Education Teacher

Location: Charlottesville High Schools

Reports to: Principal

FLSA Status: Exempt

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 teachers
• Understand, create, and implement all elements of an IEP for each student
• Participate in the Charlottesville Tiered System of Support 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; operatestandard 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 settings; 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; adapt to changing work priorities; maintain confidentiality, exhibit tact and patience; work flexible hours; ability to advocate students in all areas of the educational program; belief 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 are preferred. If a candidate is endorsed in one area of Special Education but not the area of the position, the candidate must be willing to complete the endorsement.

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, 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 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 administration.

Contract Length

10 months/200 days

Date Revised

May 1, 2020