Home-based Special Education Instructor - (Part-time/Temporary) - Student Services - 2025-26 School Year

Albemarle County Public Schools•Charlottesville, VA

1d•$30 - $45

About The Position

Home-based Special Education Instructor 2025-26 School Year Only Part-time/Temporary Pay rate: $30.00 - 45.00/hour 8 hours/week Seeking a part-time instructor to work with a homebound middle school student, approximately 8 hours/week. Be an educator in Albemarle County Public Schools Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all. General Definition of Work: The Homebased Special Education Teacher - Adapted Curriculum involves working with students with intellectual disabilities, physical disabilities, and various other educational disabilities. The assignment for this teacher will be to provide homebased instruction based on an adapted curriculum, in a mutually agreed upon location, on a part-time schedule. Schedule: Currently seeking teacher(s) for the following student needs: 4 hours/week & 1 hour/week planning: High school student with Multiple Disabilities- Targeting foundational communication, daily living, and engagement skills 6 hours/week & 2 hours/week planning: Elementary school student with Autism- Targeting foundational communication, play, engagement, and self-care skills

Requirements

This professional must possess a strong understanding of the instructional needs of children with significant educational disabilities, as well as a strong understanding of the special education process, and strong organizational skills.
The teacher in this role must be a team player, energetic, enthusiastic, patient, and willing to work collaboratively with students ages 2 - 22.
Candidates should possess a current Virginia Special Education endorsement.
Daily personal and close contact with students to provide learning environment support and instruction is required.
Regular contact with other staff members and parents is required.
Occasional contact with medical professionals may be required.
Frequent contact with parents by phone and in person is necessary.
While performing the duties of this job, the teacher is regularly required to speak and/or hear.
The employee is frequently required to stand, walk, reach with hands and arms, and stoop, bend at the knees and / or hips, kneel, or crouch.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
The teacher must be able to respond to the unique educational needs of students with disabilities in a stressful setting.
This job may emphasize intervention with and management of aggressive and self-abusive students, angry students, emotional students, students with infectious diseases, and personal physical abuse.

Nice To Haves

Experience teaching students with intellectual disabilities and physical impairments is preferred.
Possess a belief that all students can learn and are best served when they are included with their peers to the greatest extent possible.
Possess an understanding of the state curriculum standards as they apply to students with intellectual disabilities.
Knowledgeable in research-based programs.
Demonstrate knowledge in augmentative and alternative communication (AAC), implementing positive behavior plans, and data collection.
Possess an understanding of IDEA, and associated timelines.
Possess an understanding of the requirements of the Virginia Alternate Assessment Program.

Responsibilities

Teach students content to meet the standards outlined in Virginia’s Essentialized Standards of Learning and the Virginia Standards of Learning using research-based curriculum, strategies & materials correlated with other approved learning activities and adjusted to suit each student’s needs
Assist children with multiple disabilities, specific learning disabilities, speech or language impairments, intellectual disabilities, emotional disabilities, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury and other health impairments
Implement Individualized Education Plans, as written, for student with disabilities
Use various teaching methods to promote learning, including intensive individualized instruction and problem-solving assignments
Ensure appropriate accommodations are available in the learning environment and when a student needs to access the environment, curriculum and assessments
Develop lesson plans and instructional materials and provide individualized instruction based on the student’s IEP
Translate lesson plans into learning experiences to best utilize the available time for instruction
Provide culturally responsive instruction to students who are linguistically diverse
Establish a caring, loving, and warm yet structured atmosphere for our most complex and at-risk students
Modify regular and aligned education curriculum to meet the individual children's needs
Provide and maintain a safe and supportive learning environment
Establish and maintain standards of pupil behavior needed to achieve a functional learning atmosphere and develop an individualized behavioral plan when needed
Provide an effective program of instruction
Model professional standards when dealing with students, parents, peers, and community
Utilize strong oral and written communication skills with students, parents, and staff
Utilize effective problem solving, organizational, multi-tasking, and time management skills
Establish and maintain effective working relationships with pupils, parents, school staff Evaluate pupils’ academic and social growth, and prepare progress reports
Communicate with parents through conferences, telephone calls, e-mails, student planners, school web site, and other means, to discuss the pupils' progress
Maintain and uphold school and county policies and procedures
Establish / design, implement and monitor personalized goals for each child
Assure confidentiality of all students’ information
Understand and adhere to all laws, Special Education policies and procedures and District policies, and procedures
Maintain professional competence through staff development education activities provided by the school district and self-selected professional growth activities
Knowledge and use of materials and resources in accordance with the adopted curriculum and consistent with the physical limitations of the location provided
Assist in the selection of books, equipment, and other instructional materials
Establish and maintain cooperative professional relations with others
Perform related duties as assigned by the administration in accordance with the school/system policies and practices