Special Education Teacher: Generalist - Henley Middle School

Special Education Teacher:
Generalist - Henley Middle School - 2026-27 School Year

Starting Date: Aug 3, 2026

Special Education Teacher:
Generalist for Henley Middle School, 2026-27 School Year.

• Provides direct instructional services, using evidence-based practices, in a variety of settings to students with disabilities based on their Individual Education Programs (IEPs).
• Assesses student abilities as related to desired goals, objectives, outcomes, and disability or impairment.
• Promotes positive behavior of learners in instructional settings to ensure the environment is conducive to the learning process and assists and participates in the management of student behavior in other parts of the school.
• Collaborates with general education classroom teachers to assess program effectiveness, recommend instructional strategies, ensure implementation of student’s required accommodations and/or modifications, provide curriculum coordination between general and special education, and evaluate the student’s educational progress.
• Participates in and/or chairs eligibilities, IEP, and triennial meetings.
• Plans, integrates, and utilizes assistive technology/technology for classroom instruction.
• Communicates to essential teachers and paraprofessionals all accommodations required by the student’s IEP prior to the first day of class.
• Communicates with the parents of caseload students regularly, responding to emails and phone calls in a timely manner.
• Participates in staff, department, and school-wide committee meetings/PLCs as required.
• Plans and supervises assignments for paraprofessionals and or other volunteers.
• Adheres to and has 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 the school/system policies and practices.

Demonstrates knowledge of the necessary principles and application of theory into practice for effective instruction and positive behavioral supports beneficial for all students with disabilities, ACPS curriculum and instructional techniques, human behavior, development, and skill performance, individual differences in ability, personality, and interests, learning and motivation, the assessment and treatment of behavioral and affective disorders, and ACPS policies and effective instructional practices.

The special educator demonstrates the ability to provide positive behavioral support to students in group and individual settings; understands federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; and works effectively with administrators, colleagues, central office and school-based staff, students, parents, and community members. Mastery of English language in written and verbal form is required.

Bachelor’s degree in Special Education and eligibility for a Virginia License as set forth by the Virginia Department of Education. Master’s Degree preferred.

Duties performed in school settings including classrooms, gyms, cafeterias, auditoriums, and community and recreational areas. Requires daily personal and close contact with students for classroom management and learning environment support; frequent contact with other staff members and parents; occasional contact with medical professionals; frequent phone and in-person contact with parents. Requires speaking, hearing, standing, walking, reaching with hands and arms, stooping, bending at knees and hips, kneeling or crouching.

Occasionally requires handling, climbing or balancing. Must be able to lift and/or move up to 50 pounds. Requires close, distance, color, peripheral, and depth vision. Must respond to the unique educational needs of students with disabilities in stressful settings, including intervention with aggressive, self-abusive, emotional students, students with infectious diseases, and personal physical abuse.

• Possession or eligibility for a Virginia teaching certificate with endorsement in Special Education (or School Counseling as noted in the posting).
• Experience in providing education to students with Special Education designations such as Specific Learning Disabilities, Emotional Disturbance, Other Health Impaired (such as ADHD), and high‑functioning autism.
• Demonstrated ability to collaborate with general education teachers, parents, and other professionals to support inclusive practices.