Position Type: Homebase/Homebound/ Homebase/Homebound Facilitator Date Posted: 3/18/2026 Location: School Board Office Minimum qualifications: An individual employed as a home-based teacher or supervising online instructor must have 60 hours of college coursework. Home-based teachers must be employed and supervised by designated officials of the school division. A home-based teacher should have a broad background of professional training and experience to adapt instruction to each student's needs. Teachers engaging in academic instruction in the home should also be able to adjust to a variety of home situations and be knowledgeable of cultural uniqueness. Homebound Facilitator Salary: $30/hr Minimum qualifications: An individual employed as a homebound teacher or supervising online instruction must hold a teacher's license issued by the Virginia Board of Education (Code of Virginia § 22.1-299). Homebound teachers must be employed and supervised by designated officials of the school division. A homebound teacher should have a broad background of professional training and experience to adapt instruction to each student's needs. Teachers engaging in academic instruction in the home should also be able to adjust to a variety of home situations and be knowledgeable of cultural uniqueness. Homebound/Home-Based Facilitator Serve as the liaison between the student and the student's school. Wait 24 hours after being assigned before contacting the school counseling office for the first time. Set a regular schedule with the school counseling office for the pick-up and delivery of student work. Collaborate with school counseling office for documenting work that is picked up and returned. Defer requests to attend IEP or eligibility meetings to the Special Education Office or the school counselor. Delivery of instructional services in an adequate facility. If in the home, a quiet space with a table, chairs, and appropriate supplies. If the home environment is not conducive to learning, the facilitator may request a virtual setting that is quiet distraction-free space for the student. Be tolerant, flexible, and respectful. The facilitator will NOT transport the student to/from any location. Ensure that an adult is present for the entire homebound session – even if the student is aged 18 or older. Assist the student with completing assignments and assessments. Set and help the student maintain a schedule of when work is to be completed. Express the importance of the student working independently outside of the homebound sessions. Assist the student in understanding concepts. Initiate communication with the classroom teachers to help with this goal when necessary. Proctor tests, exams, and required SOLs and provide necessary accommodations for students with IEPs/504s. Completed work must be returned to the school no later than 48 hours after the assignment end date. The expectation is that work will be completed and returned to the school counseling office within two weeks of being assigned. Not returning completed work within the designated timeframe may result in receiving a grade of zero (0). Deadlines are determined by the school-based team, and only the school-based team may grant extensions. For assignments ending on the last day of school, student work is due to the school the Friday before the last day of school. Be prompt, professional, and proficient. The facilitator should not eat, smoke, talk on the cell phone, browse the internet, grade papers, read a book or leave the student unattended at any time during the session. The facilitator should not bring anyone else to the session with them; if virtual, the setting should be distraction-free. Communicate regularly with the student's school counselor, case manager (if applicable) and classroom teachers about the needs of the student. Be sure to define specific due dates for work with classroom teachers. Homebound facilitators must get written approval from classroom teachers regarding any changes to established due dates. Remember that homebound facilitators do NOT create lesson plans or grade assignments or assessments. Homebound facilitators should not modify assignments without the classroom teacher approval. For some students, it will be necessary to fill out data collection sheets to help teachers and IEP teams know how to best transition the student back to the comprehensive school setting. Copy the student's school counselor/case manager (if applicable) on communications with the school. Initiate and maintain contact with the student's family during the assignment. Initial contact is to be made within 24 hours of being assigned. If there is initial difficulty in reaching the family, notify the Special Education Office and or school counselor within 48 hours. Best practice suggests confirming each appointment. Express the importance of the student working independently outside of the homebound sessions. Document student progress, participation, missed/cancelled sessions and any noteworthy occurrences. Failure to complete reports on a regular basis will adversely affect the potential to receive additional cases. Refer requests for formal reports on a student to the homebound team. Providing feedback to student's classroom teacher related to student cooperation and effort is fine. Be familiar with a student's Individual Education Plan and/or 504 Plan, where appropriate. Sign and return each student's Agreement for Homebound Services within one week of receipt. #J-18808-Ljbffr