QUALIFICATIONS

The candidate must either currently possess or be eligible to obtain a Virginia State Teaching License with a specific endorsement in Special Education. They should demonstrate a philosophy that emphasizes the belief that all students can and will learn. Additionally, strong oral and written communication skills are required. The candidate should also exhibit a demonstrated knowledge and understanding of best instructional practices. Positive interpersonal skills are essential for effective interaction with students, staff, parents, and the community. Moreover, the candidate must be willing and able to adhere to the standards for ethical and professional conduct set forth by the State Board of Education. They should possess the skills necessary to cultivate positive relationships and collaborate effectively with various stakeholders. Furthermore, an understanding of federal, state, and local regulations outlined in the Individuals with Disabilities Education Act (IDEA) is important for compliance purposes.

DESCRIPTION

Special Education Teachers work with students with diverse learning needs and disabilities in the elementary or secondary school setting. They are responsible for creating and implementing Individualized Education Programs (IEPs) tailored to each student's unique needs. These teachers employ various teaching strategies, modified curriculum, and assistive technologies to support students in their academic, social, and emotional development. They collaborate closely with other educators, specialists, and parents to provide a well-rounded and supportive learning environment. They assess students' progress, identify challenges, and adjust teaching methods accordingly. Additionally, they play a key role in advocating for their students, ensuring they receive the resources and support they need to succeed academically and socially.

GENERAL DUTIES (May not include all duties performed)

• Create personalized educational plans outlining goals, accommodations, and modifications for students with special needs.
• Adapt teaching methods, materials, and assessments to meet the diverse learning styles and abilities of students in the classroom.
• Work closely with general education teachers, specialists, and support staff to coordinate and implement effective teaching strategies and interventions.
• Regularly assess students' academic abilities, track progress, and adjust instructional strategies based on assessment results.
• Implement behavior intervention plans (BIPs) and provide positive behavioral support to manage challenging behaviors and create a positive classroom environment, as appropriate.
• Provide specialized instruction to students individually or in small groups to address specific learning needs.
• Maintain regular communication with parents and guardians, updating them on their child's progress, goals, and achievements.
• Stay updated on the latest research, teaching methods, and assistive technologies to support students with special needs.
• Participate in team meetings, including IEP meetings, to collaborate with parents, specialists, and administrators in planning and evaluating student progress.
• Maintain accurate records of student progress, IEP goals, assessments, and communication with parents and other professionals.
• Foster a positive and inclusive school culture where all students are respected and valued for their unique abilities and contributions.
• Adhere to the professional code of ethics and maintain confidentiality regarding students' information and progress.
• Performs other duties as assigned.

SUPERVISION

Work is performed under the direct supervision of the School Principal.

WORK CONDITIONS

Duties performed are typically in the school setting. Performs professional work providing support and consultative services for assigned department/program. Work requires frequent standing, sitting, walking, and light lifting. Some assignments are subject to deadlines inherent in tailoring and delivering programs to meet the needs of diverse groups. Some assignments may involve exposure to risks associated with interactions with parents and students in heightened emotional states. Employees may be required to perform emergency and non-emergency health-related services for students as needed.