Special Education Teacher: Generalist - Journey Middle School - 2026-27 School Year

Albemarle Co; Charlottesville (VA); On-site; USD 50,000 - 80,000; Full time

Benefits offered by this job

Health coverage

Professional development opportunities

Paid time off

Wellness program

Job summary

Anova Education is seeking a Special Education Teacher for Journey Middle School in Charlottesville, Virginia for the 2026-27 school year. The ideal candidate will provide high-quality instruction tailored to diverse learners with IEPs, support equity and inclusion, and collaborate effectively with colleagues and parents. This role includes developing instructional strategies, managing behavior, and maintaining communication with stakeholders. Competitive pay and a supportive work environment are offered, including health benefits, professional development opportunities, and a commitment to fostering a close-knit educational community.

Qualifications

• Bachelor’s degree in Special Education and eligibility for a Virginia teaching license.
• Strong background in special education teaching practices.
• Commitment to equity and inclusive education.

Responsibilities

• Provide direct instructional services using evidence-based practices tailored to students’ IEPs.
• Assess students’ abilities against desired goals and objectives.
• Promote positive behavior in instructional settings.

Skills

Evidence-based instructional practices

Collaboration with general education teachers

Assessment of students' abilities

Behavior management

Communication with parents

Assistive technology integration

Education

Bachelor’s degree in Special Education

Eligibility for Virginia teaching license

Master’s degree preferred

Job description

Special Education Teacher: Generalist

Journey Middle School

2026-27 School Year

Teach • Lead • Inspire

Be an educator in Albemarle County Public Schools, working to provide high‑quality instruction that supports every student’s success.

Who We’re Looking For

• Innovative, self‑reflective, collaborative, and knowledgeable in content and instructional practices, continually growing and improving.
• Passionate about closing equity and achievement gaps.
• Prepared to engage with our Culturally Responsive Teaching model in support of our Equity Mission Statement.

Why Work in Our Schools

• Strong instructional support and mentoring from administrators, coaches, technology integrators, diversity resource teachers, and equity specialists.
• A wide range of professional development opportunities, including our New Teacher Academy and additional learning experiences throughout the year.
• Competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, gym membership discounts, and more.
• A close‑knit, supportive community that fosters professional growth.

General Definition of Work

Provide education to students with special education designations, such as Specific Learning Disabilities, Emotional Disturbance, Other Health Impaired (ADHD), and high‑functioning Autism. Create a positive learning environment that enables students to participate successfully in the general education classroom. Maintain safety, establish rapport with students, parents, and colleagues, serve as case manager for special education students, and motivate pupils to achieve academic and career goals. Services may be delivered in the general education classroom as a collaborative partner or in a self‑contained classroom.

Essential Functions

• Provide direct instructional services using evidence‑based practices, tailored to students’ Individual Education Programs (IEPs).
• Assess students’ abilities in relation to desired goals, objectives, and outcomes.
• Promote positive behavior in instructional settings and participate in broader student behavior management.
• Collaborate with general education teachers to evaluate program effectiveness, recommend instructional strategies, implement accommodations, coordinate curriculum, and assess educational progress.
• Participate in or chair eligibility, IEP, and triennial meetings.
• Plan, integrate, and utilize assistive technology for instruction.
• Communicate accommodations required by students’ IEPs to essential teachers and paraprofessionals before the first day of class.
• Maintain regular communication with parents, responding to emails and phone calls in a timely manner.
• Participate in staff, department, and school‑wide committee meetings and PLCs as required.
• Plan and supervise assignments for paraprofessionals or volunteers.
• Adhere to federal, state, and local laws governing education of students with disabilities.
• Perform related duties as assigned by administration in accordance with school policies and practices.

Knowledge, Skills and Abilities

Demonstrate knowledge of instructional principles and practices effective with students with disabilities; ACPS curriculum and instructional techniques; human behavior, development; individual differences; learning and motivation; assessment of behavioral and affective disorders; and ACPS policies. Provide positive behavioral support in individual and group settings and understand federal, state, and local mandates. Complete observations and reports on learning behaviors. Work effectively with administrators, colleagues, central office staff, students, parents, and community members. Exhibit excellent human relations skills and proficiency in written and verbal English.

Education and Experience

Bachelor’s degree in Special Education and eligibility for a Virginia teaching license, as required by the Virginia Department of Education. Master’s degree preferred.

Physical Conditions and Nature of Work

Typical duties occur in school settings: classrooms, gym, cafeteria, auditorium, community and recreational areas. Requires daily personal and close contact with students, regular contact with staff and parents, occasional contact with medical professionals, frequent phone and in‑person communication with parents. Physical demands include speaking, hearing, standing, walking, reaching, bending, kneeling, crouching, and occasional lifting up to 50 pounds. Vision requirements include close, distance, color, peripheral, and depth perception.

Qualifications

Must hold or be eligible for a Virginia teaching certificate with endorsement in School Counseling. Candidates will also possess a strong background in special education teaching practices and a commitment to equity and inclusive education.