Full-Time and Permanent; 7.33 Hours/Day; 200 Days/Year; 10 Months/Year

Minimum Qualifications

• Bachelor’s degree in special education or a related field
• Eligible for or in possession of appropriate Virginia teacher licensure with endorsement of Special Education General Curriculum K-12
• Tuberculin skin test certifying the individual is free of contagious tuberculosis
• Emotional Disability curriculum endorsement (preferred)

Nature of Position

• Develop, implement and monitor individualized education plans
• Adapt lesson(s) for the purpose of implementing IEP goals and meeting the special needs of students in the least restrictive environment
• Develop and support the Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan (BIP) process including necessary data collection
• Ensure compliance with and may administer state and district wide assessments including provision of student accommodations.
• Provide instructional and/or behavioral intervention strategies to support students in the least restrictive environment
• Assess student’s social and academic needs for the purpose of supporting students in the least restrictive environment
• Collaborate with school personnel, parents and agencies to develop and modify students programming to maximize student outcomes
• Manage student behavior utilizing effective and evidence based approaches
• Work and support general education teachers and paraprofessionals in analyzing barriers to student’s effective transition to and participation in their least restrictive environment, and developing specially designed instruction and supports that improve student outcomes and access to the general education setting
• Confer with student’s IEP team (physical therapist, occupational therapist, speech therapist and other special education teachers, specialists and staff) to fully implement the student’s IEP
• Work includes data-based decision making, including gathering and interpreting data
• Provide a classroom environment that is organized and utilizes visual strategies to support students in becoming independent learners
• Communicates with parents through conferences and other means to discuss student progress and to interpret the school program
• Refer students who require further evaluation and/or additional support to appropriate school personnel and/or community-based resources
• Participates in ongoing professional development and professional growth activities
• Other responsibilities as assigned by immediate supervisor