Special Education Teacher - Elementary; Anticipated

Position Title

Special Education Teacher – Elementary (Anticipated Vacancy )

10‑Month Teacher Contract

Teacher Scale commensurate with experience (Based on FY27 Salary Scale)

August 1

The candidate for this position will prepare and deliver lessons that emphasize differentiated strategies and activities to promote the skill development of identified students. The candidate works with a caseload of students to identify and develop individualized goals and accommodations to support the delivery of curriculum for students in specific subject areas. This candidate will be responsible for teaching/co‑teaching one to two subjects within that content area depending on documented certifications.

The candidate will deliver lessons to different classes of students throughout the day. The candidate will develop weekly lesson plans, assess student performance and progress, meet with administrators and parents as needed, and tutor students who need extra support in a given subject area.

Works under the supervision of the school principal, who is responsible for carrying out the guidance and direction. An annual evaluation will be based on the job description, district and personal goals and objectives specific to the school or the position, student achievement data, and the performance of the teacher.

• Bachelor's Degree from an accredited institution in the content area for the position applied.
• Holds a Virginia Provisional, Collegiate, or Postgraduate Professional License in a specific content area applied.

• Minimum of three (3) years of successful, full‑time teaching experience preferred.

• Effectively addresses appropriate curriculum standards.
• Integrates key content elements and facilitates students’ use of higher‑level thinking skills in instruction.
• Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real‑world experiences and applications.
• Demonstrates an accurate knowledge of the subject matter.
• Demonstrates skills relevant to the subject area(s) taught.
• Bases instruction on goals that reflect high expectations and an understanding of the subject.
• Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
• Communicates clearly and checks for understanding.

• Uses student learning data to guide planning.
• Plans time realistically for pacing, content mastery, and transitions.
• Plans for differentiated instruction.
• Aligns lesson objectives to the school’s curriculum and student learning needs.
• Develops appropriate long‑ and short‑range plans and adapts plans when needed.

• Engages and maintains students in active learning.
• Builds upon students’ existing knowledge and skills. Differentiates instruction to meet the student’s needs.
• Reinforces learning goals consistently throughout lessons.
• Uses a variety of effective instructional strategies and resources.
• Uses instructional technology to enhance student learning.
• Communicates clearly and checks for understanding.

• Uses pre‑assessment data to develop expectations for students, differentiate instruction, and to document learning.
• Involves students in setting learning goals and monitoring their own progress.
• Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population.
• Aligns student assessment with established curriculum standards and benchmarks.
• Uses assessment tools for both formative and summative purposes and uses grading practices that report final mastery in relationship to content goals and objectives.
• Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.
• Gives constructive and frequent feedback to students on their learning.

• Arrange the classroom to maximize learning while providing a safe environment.
• Establishes clear expectations, with student input, for classroom rules and…