Title: Education Support Services Instructor - #WWRW0008
State Role Title: Trainer and Instructor II
Hiring Range: $50,107 comm w/ experience
Pay Band: 4
Agency: Dept for Aging & Rehab Svcs
Location: Wilson Wkfc Rehab Ctn
Agency Website: https://www.wwrc.virginia.gov/
Recruitment Type: General Public - G
About the Agency
Wilson Workforce and Rehabilitation Center provides people with disabilities comprehensive, individualized services to realize personal independence through employment.
About the Position
Wilson Workforce and Rehabilitation Center (WWRC) is seeking an Education Support Services Instructor to join our team and support learners in achieving their academic, behavioral, and vocational goals.
Key Responsibilities
Instructional Responsibilities
The instructor demonstrates understanding of curriculum, subject content, and participant developmental needs through relevant in‑person and virtual learning experiences. The instructor upholds professional ethics, communicates and collaborates appropriately, and engages in ongoing professional growth that enhances participant learning.
Specific Tasks
Implement IPEs and adapt curriculum for diverse needs across in‑person and virtual settings.
Use evidence‑based strategies, assistive technology, and appropriate accommodations.
Assess progress, adjust instruction, and maintain accurate documentation.
Teach life skills, social skills, and self‑regulation.
Collaborate with instructors, service providers, and interdisciplinary teams.
Conduct and assist with FBAs, support behavior staff, and monitor behavior data to guide interventions.
Follow evidence‑based practices, use data systems, and set high‑expectation goals.
Maintain professionalism, communicate clearly, and build positive working relationships.
Participate in professional development and seek training in diversity and inclusive practices.
Instructional Planning
The instructor plans using required vocational curriculum, credentialing guidelines, participant data, and research‑based strategies to meet the needs of all learners in both in‑person and virtual settings. The instructor promotes equity through culturally inclusive and responsive planning that supports academic achievement for all participants.
Specific Tasks
Analyze multiple data sources to guide planning and align objectives with curriculum and participant needs.
Plan for pacing, sequencing, content mastery, transitions, and differentiated instruction across settings.
Develop and adapt course, unit, and daily plans; reflect on instruction to improve future lessons.
Collaborate with colleagues to enhance teaching and learning.
Plan synchronous and asynchronous lessons with engaging activities and assessments.
Select and integrate culturally inclusive materials and resources that meet diverse needs, including ELLs and learners with disabilities.
Instructional Delivery
The instructor uses varied, research‑based instructional strategies to engage participants in active learning, promote key skills, and meet individual needs in both in‑person and virtual environments.
Specific Tasks
Build on participants’ existing knowledge and differentiate content, processes, and learning environments.
Motivate learners, reinforce goals, and provide appropriate closure.
Promote higher‑order thinking through questioning and problem‑solving.
Use diverse strategies and resources to encourage active engagement.
Utilize inclusive curriculum and materials that reflect participant diversity and connect to their experiences.
Provide remediation, enrichment, and acceleration as needed.
Use instructional technology effectively in classroom and virtual settings.
Communicate clearly, check for understanding, and adjust instruction accordingly.
Assessment of/for Participant Learning
The instructor gathers, analyzes, and uses relevant data to measure participant progress, guide planning and instruction, and provide timely feedback in both in‑person and virtual settings.
Specific Tasks
Use pre‑assessment data to set expectations, differentiate instruction, and document learning.
Involve participants in goal‑setting and progress monitoring.
Use valid formal and informal assessments appropriate for content and learner needs.
Disaggregate assessment, engagement, behavior, and attendance data to address growth needs, especially for gap groups.
Use research‑based questioning to gauge understanding.
Collaborate on common assessments when appropriate.
Align assessments with curriculum standards and use them for both formative and summative purposes.
Maintain sufficient data for accurate reporting and provide constructive, frequent feedback to participants and staff.
Learning Environment and Culture
The instructor uses resources, routines, and procedures to create a respectful, positive, safe, participant‑centered environment—both in‑person and virtual—that supports learning.
Specific Tasks
Arrange and modify learning environments to maximize safety and learning.
Establish clear expectations and consistently enforce rules and procedures.
Maximize instructional time and minimize disruptions.
Foster a climate of trust, respect, and cultural understanding.
Encourage engagement, inquiry, and intellectual risk‑taking.
Listen actively and accommodate participants’ social, emotional, behavioral, and academic needs.
Address needs through individual, small‑group, and whole‑group instruction.
Promote stimulating, challenging, and culturally affirming learning spaces.
Build meaningful relationships using culturally responsive practices and high expectations.
Use inclusive communication strategies that reflect participants’ language and cultural needs.
Teach skills for respectful communication and engagement across diverse groups.
Minimum Qualifications
Knowledge:
• Knowledge of teaching methods and techniques, special education regulations/best practices, supports Workplace Readiness Behavior techniques, employment adaptations and accommodations, disability characteristics, and assessment techniques
Skills/Abilities:
• Skilled in instructional design and development, accommodations, differentiation of instruction, supporting Workplace Readiness Behaviors, communication, curriculum implementation, and planning
• Ability to: teach students with disabilities, work with others, make decisions, problem solve, work independently, and develop individualized service plans.
• Ability to collaborate with ancillary/related services.
Education, Experience, Licensure, Certification Required for Entry into Position
A Collegiate Professional License or Technical Professional License by the Virginia Department of Education (or equivalent issued by another state), with endorsement in Career and Technical Education, adult education, or Special Education or must be able to attain a license within 3 years after hire date.
Additional Considerations
• Experience working with special education or related field
Special Instructions
This position has been designated a sensitive position under Va. Code § 2.2 1201.1.
A fingerprint based criminal history check will be required of the finalist.
Benefits:
WWRC offers a comprehensive benefits package to include your choice of health insurance plans, flexible spending accounts, VRS retirement, employer paid basic group life insurance, employee paid optional group life, 13 paid holidays, Sick Leave, Annual Leave, Family Personal Leave, employee discount programs, and much more!
Reasonable accommodations are available to persons with disabilities during the application and/or interview processes per the Americans with Disabilities Act. Contact recruitment@dars.virginia.gov for assistance.
Minorities, Individuals with disabilities, Veterans, AmeriCorps, Peace Corps, and other National Service Alumni are encouraged to apply.
To Apply:
Equal Opportunity Employer State applications will only be accepted as submitted online by 11:55 p.m. on the closing date through the Commonwealth of Virginia’s New Recruitment Management System. Mailed, emailed, faxed, or hand delivered applications and/or résumés will not be accepted. PageUp will provide you with confirmation of receipt when your application and/or résumé are submitted successfully. Please refer to “Your Application” in your account to check the status of your application for this position.
Contact Information
Name: Human Resources
Email: Recruitment@dars.virginia.gov
In support of the Commonwealth’s commitment to inclusion, we are encouraging individuals with disabilities to apply through the Commonwealth Alternative Hiring Process. To be considered for this opportunity, applicants will need to provide their AHP Letter (formerly COD) provided by the Department for Aging & Rehabilitative Services (DARS), or the Department for the Blind & Vision Impaired (DBVI). Service-Connected Veterans are encouraged to answer Veteran status questions and submit their disability documentation, if applicable, to DARS/DBVI to get their AHP Letter. Requesting an AHP Letter can be found at AHP Letter or by calling DARS at 800-552-5019.
Note: Applicants who received a Certificate of Disability from DARS or DBVI dated between April 1, 2022- February 29, 2024, can still use that COD as applicable documentation for the Alternative Hiring Process.