University Instructors is seeking talented people from diverse backgrounds to lead, change, and inspire students in the Chesterfield area for SY 25-26.  In this role you will serve students in special education programs as a classroom teacher.

**Candidates that hold a bachelor’s degree from a regionally accredited institution in ANY field are eligible to take part in our pathways program. In this program you can become eligible for a provisional teaching license for school year 2025-26 and beyond.

Role Overview:

Special Education classroom teachers provide specialized academic instruction to students with emotional disabilities to optimize their learning in the school environment. SPED teachers are responsible for planning, delivering and evaluating instruction-based services upon specific standards and objectives established by our district partner and as indicated in each student's Individualized Educational Plan (IEP).  Teachers perform in compliance with instructional program guidelines and legal requirements of IDEA and Federal regulations.  Contacts are made within and outside the school system and may require handling sensitive information and/or dealing tactfully with others.

Successful candidates will:

• Conduct assessment/evaluation of student abilities and needs; attend and serve as a member of the IEP Team; assist in the development of IEP instructional goals/objectives; assist in identifying other related services for the student.
• Reassess and evaluate student progress; prepare and maintain a variety of records and reports related to assigned activities and student progress and behavior.
• Establish an instructional/learning environment for students to reinforce appropriate pupil behavior.  
• Develop, adapt/modify and sequence a variety of instructional activities to meet the students’ individual goals/objectives which are based on the student’s IEP.  
• Provides academic instruction to students based on state adopted curriculum; monitors/charts behavioral and instructional progress of students.  
• Establish and maintain a behavioral management system for students.  
• Establish a varied environment which accommodates the differing ways that children learn.  
• Maintain records and reports regarding pupil progress in a timely manner.
• Maintain cooperative working relationships and effective and timely written and oral communication with parents, staff, other school district personnel and other community service agencies.
• Train paraprofessionals assigned to class; participates in district, school and program professional development activities.  
• Apply knowledge of curriculum and specialized instructional strategies to improve student performance with regard to standard based assessments.  
• Plan and deliver appropriate curriculum using district curriculum and individualized educational plan for students with learning disabilities.
• Assess student's learning on an ongoing basis and alters instruction to meet group and individual needs. 
• Document and evaluate student progress and communicates progress with parents.
• Maintain order within the classroom in accordance with division guidelines regarding student behavior management.  
• Supervise students during non-classroom time (lunch, fire drills, etc.).
• Demonstrate commitment to improving professional competence.
• Attend MANDT Certification Training.
• Perform other duties as required or as established by School Board Policy.

Physical Demands:  

• Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to use a telephone, to enter data into a computer terminal; to see and read a computer screen and printed material with or without vision aids; hear, understand speech and speak in audible tones so that others may understand clearly at normal levels indoors and on the telephone.
• Frequent walking, standing, light lifting up to 25 pounds.
• Physical agility to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.
• Frequent movement throughout the school facilities is required.
• Occasional lifting of objects up to 40 pounds and moving of students weighing up to 150 pounds with assistive equipment may be necessary.  
• May be required to assist students with toileting and personal hygiene issues.  Occasional travel with students on field trips may be necessary. 

Qualifications: 

• Working knowledge of the practices and procedures of instruction, assessment and program planning for emotionally disabled special education students; of applicable special education laws, codes, regulations, policies and procedures; of the principles and methods of developing an instructional and behavioral management system; of basic subjects taught in District schools including mathematics, reading, writing, language arts and spelling.  
• Working skill in the operation of standard office and classroom equipment including a computer and assigned software.
• Demonstrated ability to design and implement Individual Educational Plans for individuals with disabilities and in designing instruction based on a student's individual education plan.  
• Demonstrated ability to communicate effectively both orally and in writing; to establish and maintain cooperative and effective working relationships; to analyze situations accurately and adopt an effective course of action; to provide guidance in support needed from classroom paraprofessionals.
• Demonstrated ability in decision making, problem analysis, conflict resolution, interpersonal relationships and planning.

Education Requirements:

• Bachelor’s degree from an accredited institution.  
• Willingness/eligibility to earn a Virginia Collegiate Professional teaching license.  
• Experience teaching special education students is preferred.
• Working knowledge of services, support, or programs to assist students in attaining his/her post-secondary goals preferred.
• Demonstrated ability to provide specialized reading instruction using small group, blended learning with online computer resources to address fluency and comprehension preferred.  

Work Conditions:

Duties are primarily performed within a school setting. Physical requirements include frequent standing, sitting, walking, and lifting. The role often requires getting up and down from the floor or low seating, assisting students with mobility, and occasionally running or moving quickly to ensure student safety. Additional physical tasks may include helping students with transfers, positioning, toileting, or use of adaptive equipment, as well as supporting students during physical activities or transitions between classrooms. Some assignments are subject to strict deadlines, especially when adapting and delivering programs to meet the needs of diverse student groups. The position involves regular interaction with students and parents who may be experiencing heightened emotional states. Employees are expected to use de-escalation techniques, maintain a calm and supportive demeanor, and implement behavior intervention strategies as needed to ensure a safe and positive environment. Students may exhibit behavioral challenges, including verbal outbursts or physical behaviors such as hitting, kicking, biting, eloping, or throwing objects. Employees must be prepared to respond appropriately to these situations, following established safety protocols and behavior management plans. Employees may be required to provide both emergency and non-emergency health-related services to students, including basic first aid, assisting with prescribed medical procedures, or responding to health emergencies according to school protocols.

Up to $31 per hour | Monday–Friday | Daytime schedule

University Instructors, LLC is an equal opportunity employer.