Immediate Start Long-Term Substitute Special Education Teaching Assistant – Autism Support Specialist for Stone‑Robinson Elementary School (2023‑24 Academic Year) – Albemarle County, VA

Join a Purpose‑Driven Community: Become an Autism Support Specialist at Stone‑Robinson Elementary

Albemarle County Public Schools (ACPS) is recognized nationally for its bold commitment to equity, inclusion, and transformative learning. As a forward‑thinking district, we have pioneered initiatives that dismantle systemic barriers and champion the success of every child, regardless of race, socioeconomic background, gender, or ability. Our mission is simple yet profound: all students deserve high‑quality instruction, genuine relationships, and the tools to become lifelong contributors and leaders.

Located in the vibrant heart of Charlottesville, Virginia, Stone‑Robinson Elementary School serves a diverse population of learners and families. The school’s culture is built on collaboration, creativity, and a deep respect for each student’s unique gifts. As part of this dynamic environment, you will work alongside dedicated educators, autism specialists, and community partners to create an environment where students with autism thrive academically, socially, and emotionally.

Why This Role Matters

Our Long‑Term Substitute Special Education Teaching Assistant (Autism Base) position is more than a temporary assignment; it is a pivotal role that directly impacts the daily experience of students on the autism spectrum. You will be an essential member of the instructional team, providing hands‑on support, implementing evidence‑based interventions, and ensuring that each student’s Individualized Education Program (IEP) goals are met with fidelity and compassion.

Key Responsibilities – What You’ll Do Every Day

• Classroom Environment Management: Create and maintain a structured, sensory‑friendly classroom space. This includes organizing instructional materials, designing engaging bulletin boards, and facilitating clean‑up routines to promote independence.
• Instructional Support: Assist students in completing tasks outlined by the classroom teacher and aligned with their IEP. Deliver targeted instruction in one‑to‑one, small‑group, or whole‑class formats, adapting strategies to meet individual learning needs.
• Behavior Intervention: Implement research‑based behavior intervention plans (BIPs) under the guidance of autism specialists. Monitor student behavior, collect data, and adjust strategies to maintain progress and promote positive outcomes.
• Data Collection & Analysis: Record observational notes, weekly behavior logs, and academic progress. Share findings with the special education teacher and behavior specialists to inform instructional decisions.
• Sensory & Motor Programs: Support the delivery of sensory activities, motor skill groups, and discrete trial training. Help students regulate sensory needs and develop functional motor abilities.
• Collaboration & Communication: Maintain open lines of communication with teachers, specialists, families, and external agencies. Document interactions, share updates, and participate in team meetings.
• Transition Support: Assist students moving between settings—such as from general education to special education classrooms, or from school to community environments—by providing clear, consistent support and documentation.
• Supervision During Non‑Instructional Times: Oversee student safety and behavior during lunch, recess, and other free‑time periods. Ensure a positive, inclusive atmosphere throughout the school day.
• Administrative Duties: Perform clerical tasks such as filing, typing, and maintaining accurate student records, including attendance and behavior reports.

Essential Qualifications – What You Bring

• Education: Minimum of a high school diploma or GED. Candidates who have pursued additional coursework related to special education, autism spectrum disorders, or child development are highly encouraged to apply.
• Certification: Willingness to obtain and maintain CPR and first‑aid certification within the first 90 days of employment.
• Experience: Prior experience working with students on the autism spectrum, either in an educational, therapeutic, or community setting, is preferred but not mandatory.
• Empathy & Commitment: A genuine, patient, and empathetic attitude toward students with diverse abilities. Demonstrated willingness to learn specialized instructional and behavioral techniques.
• Communication Skills: Ability to build effective, collaborative relationships with students, families, teachers, and support staff.

Preferred Qualifications – What Sets You Apart

• Associate’s or Bachelor’s degree in Special Education, Early Childhood Education, Psychology, or a related field.
• Certification or training in Applied Behavior Analysis (ABA), Positive Behavioral Interventions and Supports (PBIS), or similar evidence‑based practices.
• Experience with data‑driven instruction, including proficiency in using digital data collection tools.
• Knowledge of Universal Design for Learning (UDL) principles and how they apply to students with autism.
• Familiarity with assistive technology devices and adaptive equipment used in special education classrooms.

Core Skills & Competencies for Success

• Instructional Flexibility: Ability to adapt lesson plans and interventions to meet individual student needs in real time.
• Behavior Management: Skillful implementation of de‑escalation techniques and reinforcement strategies.
• Observational Acumen: Keen eye for subtle changes in student behavior, engagement, and sensory needs.
• Team Collaboration: Comfort working within multidisciplinary teams, sharing insights, and contributing to collective problem‑solving.
• Organizational Skills: Proficiency in maintaining accurate records, filing reports, and managing multiple responsibilities simultaneously.
• Physical Stamina: Ability to walk, stand, lift up to 40‑50 pounds, and engage in physically demanding tasks such as assisting students with mobility devices.
• Emotional Resilience: Capacity to stay calm and focused during high‑stress situations or when faced with challenging student behaviors.

Work Environment & Culture – What It’s Like at Stone‑Robinson

Stone‑Robinson Elementary boasts a collaborative, inclusive, and student‑centered atmosphere. The school’s staff is united by a shared belief that “all truly means all.”em> You will join a community that: