JOB STATUS: UNTIL FILLED

QUALIFICATIONS: Must have a collegiate or postgraduate professional license or be eligible for a provisional license in special education. One year of teaching experience or its equivalency preferred. Bilingual skills to include Spanish are a plus. One year of experience conducting lessons and assessing student progress, maintaining student discipline in the classroom, meeting with parents to discuss student progress and problem areas preferred. A proven record of success based on multiple measures of student achievement and/or supporting documentation that provides evidence of potential for success in a high needs urban school preferred. Experience working collaboratively preferred. Experience providing ongoing academic guidance for students preferred.

PERFORMANCE EXPECTATIONS: Knows and effectively communicates the Richmond Public Schools (“RPS”) philosophy and mission. Plans and implements a program of study that meets the individual needs, interests and abilities of students. Creates a classroom environment that is conducive to learning and appropriate to the developmental level of the students. Prepares for classes assigned and shows written evidence of preparation in accordance with RPS, state and federal guidelines. Guides the learning process towards the achievement of curriculum goals and within the content of these goals, establishes clear objectives for all lessons, units, and projects with the ability to communicate these objectives effectively to students. Establishes high expectations for academic success and classroom behavior. Employs a variety of instructional techniques and instructional media to meet the needs and capabilities of the student or students involved. Meets and plans regularly with content or grade level teams to develop unit and lesson plans, identifies and discusses approaches to teaching and learning, reviews and disaggregates data, and collectively work to improve the school. Identifies special needs and seeks the assistance of RPS specialists. Follows a standardized protocol for assessing students’ baseline skills, developing IEPs aligned with the students’ needs, using data collection tools to measure student progress and inform instruction, and providing skill-specific instruction utilizing environmental supports. Includes parents and caregivers in all aspects of the program including the IEP process, person-centered planning, review of student progress, and sharing of techniques/materials which can be used in the home and community setting to facilitate generalization of skills Maintains accurate and complete records as required by law and RPS policy. Assists in designing, upholding and enforcing school rules, administrative regulations and School Board Policy. Actively participates in faculty and/or department meetings. Strives to maintain and improves professional competence. Exerts leadership in working with school and RPS staff. Assists in the selection of books, equipment and other instructional materials. Establishes and maintains open lines of communication with students and their parents. Provides for professional growth through an ongoing program of reading, workshops, seminars, conferences and/or advanced course work at institutions of higher learning. Assists in the preparation of data for local, state and federal reports. Assists in the collection of data for providing appropriate intervention. Participates in faculty committee meetings; chaperoning, counseling and other similar responsibilities that are part of the school’s service in loco parentis; and exercises discretionary authority over day-today teaching functions. Performs other related duties as assigned.

GENERAL DEFINITION AND CONDITIONS OF WORK: Duties performed typically in a school setting. Performs professional work providing teaching and/or training services to students in a specialized subject. Work requires frequent standing, sitting, light lifting up to 10 pounds, walking, vocal communication for expressing or exchanging ideas, hearing to perceive information at a normal spoken word level and visual acuity for preparing and analyzing written or computer data.

The work location assigned to RPS' Virtual Academy employees is online. RPS reserves the right to change work locations, including reassigning Virtual Academy Employees to any in-person teaching assignment commensurate with the employees’ credentials, as necessary, if student enrollment in RPS’ Virtual Academy changes.

REPORTS TO: Principal

HOW TO APPLY: All applicants (including RPS employees) must submit an on-line application. Please access website at: www.rvaschools.net

Please upload the following information with your application: a current resume, transcript and license if applicable.

Three reference names and contact information will be required if you progress to the interview step of the selection process. Richmond Public Schools will conduct a background investigation, fingerprinting and tuberculosis screening as a condition of employment.  EOE.

PAY SCALE: Teacher’s salary scale


LENGTH OF CONTRACT: This is a 9.5 month (200 day) contract position with excellent benefits.

FLSA: Exempt

START DATE: Based on School Board approval