Special Education Teacher- Pathways Secondary Alternative Program

QUALIFICATIONS

The successful candidate must hold a Bachelor’s or Master’s degree in Special Education or a related field and must possess, or be eligible to obtain, a valid Virginia teaching license with appropriate endorsement(s) in Special Education. A minimum of three years of experience working with students who require academic, behavioral, and/or social-emotional support is preferred. The ideal candidate will demonstrate strong classroom management skills, the ability to differentiate instruction, and a commitment to working with students who may exhibit challenging behaviors or low motivation. Candidates should have experience implementing effective instructional strategies and knowledge of best practices in alternative education settings. Familiarity with Virginia's 3E Readiness Framework (Enrolled, Enlisted, Employed) is preferred. Strong interpersonal, organizational, and communication skills are essential, along with a demonstrated ability to foster an inclusive, respectful, and supportive learning environment.

DESCRIPTION

The high school Pathways Program provides unique and specialized services for students in grades 9 and 10 who require a structured environment focused on strengthening academic skills and attendance. In addition to receiving aligned instruction, social/emotional support, and behavioral support, students in the Pathways Program will increase their preparedness for a pathway (employment, education, or enlistment) as they work with community partners in increasing their capacity to build problem solving skills, awareness, and aptitude for life after high school. 

The Pathways Program is staffed with two licensed content teachers who provide blended instruction in the core academic areas, along with a licensed special education teacher. Additional staff will provide any needed counseling and/or IEP/504/EL services. Pathways will be located in The Well which is located on the third floor of the School Board Office Building.  Staff will provide  targeted instruction within the alternative setting according to a predetermined A/B block schedule that will run July 2025 through June 2026.  Teachers will be expected to provide the following services/support to students: advisory check-ins, academic and elective instruction through explicit and real world applications, social skills training; goal setting; executive skills training; and conflict resolution.

GENERAL DUTIES (May not include all duties performed)

• Provide specially designed instruction aligned with each student’s Individualized Education Program (IEP), ensuring services are delivered in accordance with federal and state regulations.
• Implement accommodations, modifications, and behavioral supports as outlined in students’ IEPs to ensure equitable access to the curriculum.
• Develop, deliver, and adapt instructional materials to meet the diverse learning needs of students with disabilities in both individual and small-group settings.
• Collaborate with general education teachers, related service providers, and other staff to support inclusive practices and student progress across all academic and functional areas.
• Monitor and document student progress toward IEP goals and objectives using data-informed practices; participate in IEP meetings to report progress and recommend changes as needed.
• Maintain accurate and confidential records related to IEPs, assessments, accommodations, and service delivery.
• Create a structured, supportive, and inclusive classroom environment that fosters positive behavior and student engagement.
• Develop and implement behavior intervention strategies in collaboration with support staff to address challenging behaviors and support student success.
• Support students in developing executive functioning, social-emotional, and self-advocacy skills needed for independence and postsecondary success.
• Engage in regular communication with parents/guardians regarding student progress, supports, and any concerns.
• Participate in eligibility, reevaluation, and IEP team processes in compliance with special education timelines and procedures.
• Attend professional development related to special education, instructional strategies, and behavior management to remain current with best practices.
• Perform other duties as assigned by the lead administrator or special education supervisor.

SUPERVISION

This position reports directly to the lead administrator of The WELL, in collaboration with division level administrators. The teacher will work collaboratively with other staff members and receive guidance aligned to school and division priorities.

WORK CONDITIONS

The Special Education Teacher – Pathways Program will work in an alternative education setting that requires flexibility, creativity, and patience. The position involves regular interaction with students who may display challenging behaviors, necessitating effective behavior management strategies and a trauma-informed approach. Teachers must be able to work on a flexible schedule and may be required to participate in after-school meetings or professional learning sessions. Physical demands include frequent walking, standing, sitting, and light lifting. Assignments may involve handling urgent student needs, adhering to deadlines, and delivering instruction tailored to diverse learning styles. Employees may also be asked to administer health-related support in accordance with school policies.

CONTRACT LENGTH

200 Days