Special Education Adapted Physical Education (APE) Teacher – Special Education Department – 2026-27 School Year

Special Education Adapted Physical Education (APE) Teacher

Special Education Department

2026-27 School Year

Canidates with any of the following credentials encouraged to apply:

• Adapted physical education specialist (state physical education teaching license plus graduate training in adapted physical education)
• General physical education specialist (state physical education teaching license)
• Special education teacher (state special education license in specific disability area)

Teach • Lead • Inspire

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.

Who We’re Looking For

Teachers and Specialists are essential to achieving our goals of Thriving Students, Affirming and Empowering Communities, and Equitable, Transformative Resources.

Our ideal candidates are:

• Innovative, self-reflective, collaborative, knowledgeable in their content area and instructional practices, and are continually growing and improving
• Passionate about closing equity and achievement gaps
• Prepared to engage with our Culturally Responsive Teaching model in support of our Equity Mission Statement

Why Work in Our Schools

Here are just a few reasons why both new and experienced educators choose to join our team:

• Strong instructional support and mentoring from our building administrators, instructional coaches, learning technology integrators, diversity resource teachers, and equity specialists
• A wide range of professional development opportunities, including our New Teacher Academy and many other learning experiences held throughout the year for new and experienced teachers
• Competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more
• The opportunity to work in a close-knit, supportive community where you can continue to grow as a professional

Be sure to check out our website to learn more about our Division and our Schools. You can read the full job description here.

Location

Situated around beautiful Charlottesville, Virginia – which is consistently ranked among America’s top university towns and best places to live – Albemarle County is nestled in the shadow of the Blue Ridge Mountains and Shenandoah National Park. Just 100 miles south of Washington, DC and 70 miles west of Richmond, it’s only a short trip to the Chesapeake Bay and Atlantic beaches, and New York is an easy Amtrak ride away. Whether it’s the great outdoors, a vibrant and diverse arts, food, and culture scene, or small town living with a big city feel, our part of Central Virginia has something for everyone.

The Application Process

Are you ready to join the ACPS Team and engage our learners in becoming lifelong contributors and leaders in our dynamic and diverse society? If so, then follow these steps to apply:

STEP 1: Click Apply for this Position at the top right of this page. This will add your application to the candidate pool for this position.

STEP 2: You will receive an email invitation to complete a short online assessment to help us learn more about your strengths as an educator. Instructions will be included in the email. If you’ve already taken this assessment within the past three years, you do not need to complete it again.

STEP 3: Continue to check our Jobs page frequently as new positions are added throughout the spring and summer. You need to apply for each specific position that you are interested in. Jobs are listed chronologically by posting date, but you can search by categories or by keywords like “teacher” or “counselor”, and you can also sign up for weekly email alerts.

STEP 4: Our school principals and assistant principals will review your application and will contact you directly if they would like to schedule an interview. Time frames vary depending on the position and time of year.

Qualifications: Candidates for this position must hold or be eligible for a Virginia teaching certificate with endorsement in School Counseling. More information can be found on the VDOE website.

Questions? Email [email protected]

Full Job Description:

General Definition of Work:

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 job requires 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.

Essential Functions:

• 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 teacher 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 chair eligibilities, IEP, and triennial meetings;
• Plans, integrates, and utilizes assistive technology/technology for classroom instruction;
• Communicates to essential teachers/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.

Knowledge, Skills and Abilities:

Demonstrates knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with 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 also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents, and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.

Physical Conditions and Nature of Work Contacts:

Duties performed typically in school settings include: classroom, gym, cafeteria, auditorium, community and recreational areas. Daily personal and close contact with students to provide classroom management and learning environment support 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. The teacher is occasionally required to use hands to handle or feel and must occasionally climb or balance. The employee must frequently lift and/or move up to 50 pounds. 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.

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