Education Support Services Instructor - #WWRW0076- Repost – previous applicants need not apply.

DHRM•Augusta, VA

5d•$50,107•Hybrid

About The Position

Wilson Workforce and Rehabilitation Center (WWRC) is seeking an Education Support Services Instructor to join our team and support learners in achieving their academic, behavioral, and vocational goals. The instructor demonstrates understanding of curriculum, subject content, and participant developmental needs through relevant in‑person and virtual learning experiences. The instructor upholds professional ethics, communicates and collaborates appropriately, and engages in ongoing professional growth that enhances participant learning. The instructor plans using required vocational curriculum, credentialing guidelines, participant data, and research‑based strategies to meet the needs of all learners in both in‑person and virtual settings. The instructor promotes equity through culturally inclusive and responsive planning that supports academic achievement for all participants. The instructor uses varied, research‑based instructional strategies to engage participants in active learning, promote key skills, and meet individual needs in both in‑person and virtual environments. The instructor gathers, analyzes, and uses relevant data to measure participant progress, guide planning and instruction, and provide timely feedback in both in‑person and virtual settings. The instructor uses resources, routines, and procedures to create a respectful, positive, safe, participant‑centered environment—both in‑person and virtual—that supports learning.

Requirements

Knowledge of teaching methods and techniques, special education regulations/best practices, supports Workplace Readiness Behavior techniques, employment adaptations and accommodations, disability characteristics, and assessment techniques
Skilled in instructional design and development, accommodations, differentiation of instruction, supporting Workplace Readiness Behaviors, communication, curriculum implementation, and planning
Demonstrated ability in teaching students with disabilities, collaborating with colleagues, making informed decisions, problem‑solving, working independently, and developing individualized service plans
Demonstrated ability in collaborating with ancillary and related service.
A Collegiate Professional License or Technical Professional License by the Virginia Department of Education (or equivalent issued by another state), with endorsement in Career and Technical Education, adult education, or Special Education or must be able to attain a license within 3 years after hire date.

Nice To Haves

Experience working with special education or related field

Responsibilities

Implement IPEs and adapt curriculum for diverse needs across in‑person and virtual settings.
Use evidence‑based strategies, assistive technology, and appropriate accommodations.
Assess progress, adjust instruction, and maintain accurate documentation.
Teach life skills, social skills, and self‑regulation.
Collaborate with instructors, service providers, and interdisciplinary teams.
Conduct and assist with FBAs, support behavior staff, and monitor behavior data to guide interventions.
Follow evidence‑based practices, use data systems, and set high‑expectation goals.
Maintain professionalism, communicate clearly, and build positive working relationships.
Participate in professional development and seek training in diversity and inclusive practices.
Analyze multiple data sources to guide planning and align objectives with curriculum and participant needs.
Plan for pacing, sequencing, content mastery, transitions, and differentiated instruction across settings.
Develop and adapt course, unit, and daily plans; reflect on instruction to improve future lessons.
Collaborate with colleagues to enhance teaching and learning.
Plan synchronous and asynchronous lessons with engaging activities and assessments.
Select and integrate culturally inclusive materials and resources that meet diverse needs, including ELLs and learners with disabilities.
Build on participants’ existing knowledge and differentiate content, processes, and learning environments.
Motivate learners, reinforce goals, and provide appropriate closure.
Promote higher‑order thinking through questioning and problem‑solving.
Use diverse strategies and resources to encourage active engagement.
Utilize inclusive curriculum and materials that reflect participant diversity and connect to their experiences.
Provide remediation, enrichment, and acceleration as needed.
Use instructional technology effectively in classroom and virtual settings.
Communicate clearly, check for understanding, and adjust instruction accordingly.
Use pre‑assessment data to set expectations, differentiate instruction, and document learning.
Involve participants in goal‑setting and progress monitoring.
Use valid formal and informal assessments appropriate for content and learner needs.
Disaggregate assessment, engagement, behavior, and attendance data to address growth needs, especially for gap groups.
Use research‑based questioning to gauge understanding.
Collaborate on common assessments when appropriate.
Align assessments with curriculum standards and use them for both formative and summative purposes.
Maintain sufficient data for accurate reporting and provide constructive, frequent feedback to participants and staff.
Arrange and modify learning environments to maximize safety and learning.
Establish clear expectations and consistently enforce rules and procedures.
Maximize instructional time and minimize disruptions.
Foster a climate of trust, respect, and cultural understanding.
Encourage engagement, inquiry, and intellectual risk‑taking.
Listen actively and accommodate participants’ social, emotional, behavioral, and academic needs.
Address needs through individual, small‑group, and whole‑group instruction.
Promote stimulating, challenging, and culturally affirming learning spaces.
Build meaningful relationships using culturally responsive practices and high expectations.
Use inclusive communication strategies that reflect participants’ language and cultural needs.
Teach skills for respectful communication and engagement across diverse groups.