Special Education Teacher: Generalist - Albemarle High School

Special Education Teacher:
Generalist Albemarle High School 2026-27 School Year

Teach, Lead, Inspire

Responsible for providing education to students with special education designations that include but are not limited to Specific Learning Disabilities, Emotional Disturbance, Other Health Impaired (ADHD), and high‑functioning Autism. This position requires creating a positive learning environment where students develop the skills to participate successfully in the general education classroom. The Special Education Teacher will maintain a safe environment, establish rapport with students, parents, and colleagues, serve as the case manager for a number of special education students, and motivate pupils to develop attitudes and knowledge that will help them reach their academic and career goals.

Service will be provided in the general education classrooms as a collaborative partner or in a self‑contained classroom.

• Provides direct instructional services using evidence‑based practices across multiple settings based on the student’s Individual Education Program (IEP).
• Assesses student abilities in relation to desired goals, objectives and outcomes and the student’s disability or impairment.
• Promotes positive behavior of learners in instructional settings and assists in the management of student behavior school‑wide.
• Collaborates with the general education classroom teacher to assess program effectiveness, recommend instructional strategies, ensure implementation of accommodations or modifications, provide curriculum coordination, and evaluate the student’s progress.
• Participates in and/or chairs eligibilities, IEP, and triennial meetings.
• Plans, integrates, and utilizes assistive technology for classroom instruction.
• Communicates essential teachers and paraprofessionals all accommodations required by the student’s IEP prior to the first day of class.
• Communicates regularly with parents of caseload students, responding promptly to emails and phone calls.
• Participates in staff, department, and school‑wide committee meetings and PLCs as required.
• Plans and supervises assignments for paraprofessionals and other volunteers.
• Adheres to and demonstrates knowledge of federal, state, and local laws and regulations governing the education of students with disabilities.
• Performs related duties as assigned by the administration in accordance with school and system policies and practices.

Demonstrates knowledge of the principles and application of theory into practice for effective instruction and positive behavioral supports for all students with disabilities; knowledge of ACPS curriculum and instructional techniques; understanding of human behavior, development, and skill performance; awareness of individual differences in ability, personality, and interests; mastery of learning and motivation theories; competency in assessing and treating behavioral and affective disorders;

and familiarity with ACPS policies and effective instructional practices. The teacher also provides positive behavioral support to students in both group and individual settings, understands federal, state, and local mandates governing special education services, completes observations and reports on student learning behaviors, and works effectively with administrators, colleagues, central office staff, students, parents, and community members. Excellent human relations skills and strong written and verbal communication in English are essential.

Bachelor’s degree in Special Education and eligibility for a Virginia teaching license as set forth by the Virginia Department of Education. A master’s degree is preferred.

Duties are performed in a typical school setting including classroom, gym, cafeteria, auditorium, community and recreational areas. The teacher provides daily personal and close contact with students to support classroom management and learning environment. Regular contact with other staff members and parents is required, and occasional contact with medical professionals may occur. Frequent contact with parents by phone and in person is necessary.

The teacher must regularly speak and/or hear; frequently stand, walk, reach, and lean; occasionally lift or move up to 50 pounds; and must meet certain visual requirements. The teacher must respond to the unique educational needs of students with disabilities in a stressful setting and may be required to intervene with aggressive, self‑abusive, emotional, or medically vulnerable students.