J-1 Visa Director Of Clinical Education Jobs
Director of Clinical Education roles in the U.S. are accessible to qualified international professionals through J-1 visa sponsorship under the Specialist or Research Scholar program category. Designated sponsor organizations issue your DS-2019 and oversee compliance while your host employer manages day-to-day work. No lottery, no annual cap.
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Get Access To All JobsOverall Purpose
The job of Teacher - Special Education is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills, and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curricular guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.
Direct Supervisor
Building Principal
Essential Functions
- Ensures classroom work addresses individualized learning plans within established lesson plans.
- Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
- Administers, under supervision, first aid, and assistance to medically fragile children (tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
- Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements and identifying IEP Goals, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
- Assesses student progress towards objectives, expectations, and/or goals, especially IEP goals (behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
- Collaborates with instructional staff, other school personnel, parents, and a variety of stakeholders in the community for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan.
- Counsels students for the purpose of improving performance, general wellbeing, problem solving techniques, and a variety of personal issues.
- Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student IEP goals.
- Guides assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
- Instructs students for the purpose of improving their success in academic, interpersonal, and daily living skills through a defined course of study.
- Manages student behavior (complete FBA, implement BIP, progress monitor, etc.) for the purpose of providing a safe and optimal learning environment.
- Monitors students in a variety of educational environments (classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
- Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
- Prepares a variety of written materials (grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress through IEP goals and meeting mandated requirements.
- Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining students' personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
- Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Responds to inquiries from a variety of sources (other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and/or direction.
- Collaborates with classroom teachers for the purpose of implementing individualized education plans.
Marginal Functions
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Competencies
- Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.
- Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices.
- Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.
Requirements
Bachelor’s degree
Georgia certification in Special Education
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Maintains all licenses and certifications
Clearances
Criminal Justice Fingerprint
Background Clearance
Fair Labor Standards Act
Exempt
Overall Purpose
The job of Teacher - Special Education is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills, and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curricular guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.
Direct Supervisor
Building Principal
Essential Functions
- Ensures classroom work addresses individualized learning plans within established lesson plans.
- Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
- Administers, under supervision, first aid, and assistance to medically fragile children (tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
- Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements and identifying IEP Goals, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
- Assesses student progress towards objectives, expectations, and/or goals, especially IEP goals (behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
- Collaborates with instructional staff, other school personnel, parents, and a variety of stakeholders in the community for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan.
- Counsels students for the purpose of improving performance, general wellbeing, problem solving techniques, and a variety of personal issues.
- Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student IEP goals.
- Guides assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
- Instructs students for the purpose of improving their success in academic, interpersonal, and daily living skills through a defined course of study.
- Manages student behavior (complete FBA, implement BIP, progress monitor, etc.) for the purpose of providing a safe and optimal learning environment.
- Monitors students in a variety of educational environments (classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
- Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
- Prepares a variety of written materials (grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress through IEP goals and meeting mandated requirements.
- Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining students' personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
- Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Responds to inquiries from a variety of sources (other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and/or direction.
- Collaborates with classroom teachers for the purpose of implementing individualized education plans.
Marginal Functions
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Competencies
- Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.
- Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices.
- Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.
Requirements
Bachelor’s degree
Georgia certification in Special Education
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Maintains all licenses and certifications
Clearances
Criminal Justice Fingerprint
Background Clearance
Fair Labor Standards Act
Exempt
See all 260+ J-1 Visa Director Of Clinical Education Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Director Of Clinical Education Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship in Director Of Clinical Education
Align your credentials with specialty occupation standards
Your clinical education background needs to map clearly to a recognized specialty field. Compile documentation showing advanced credentials, licensure, and measurable leadership outcomes in curriculum development or clinical training program oversight before approaching host employers.
Identify whether Specialist or Research Scholar fits
Directors of Clinical Education typically qualify under the Specialist category for practitioners with recognized expertise, or Research Scholar if your role involves formal research. The category determines DS-2019 duration and 2-year home residency requirement eligibility, so confirm this before accepting any offer.
Target host employers with existing J-1 infrastructure
Academic medical centers, hospital systems with university affiliations, and nursing schools regularly host J-1 visa exchange visitors. Search for roles at institutions that already partner with designated sponsor organizations, since those hosts understand training plan requirements and DS-2019 timelines.
Use Migrate Mate to find J-1-aligned clinical education roles
Filter Director of Clinical Education listings on Migrate Mate to surface host employers who have a documented history of supporting international exchange visitors, saving you from pursuing roles at organizations unfamiliar with J-1 program obligations.
Negotiate your training plan before signing anything
The DS-2019 requires a structured training plan that your host employer and designated sponsor must co-sign. Confirm the employer will complete Form DS-7002 outlining your specific clinical education responsibilities, evaluation schedules, and learning objectives before you finalize any employment agreement.
Check your home country for the two-year requirement
Specialist and Research Scholar categories can trigger the two-year home-country physical presence requirement depending on your country of nationality and program funding source. Review your situation with your designated sponsor early, since this affects any future H-1B visa or immigrant visa pathway.
Director Of Clinical Education J-1 Visa: Frequently Asked Questions
Which J-1 program category fits a Director of Clinical Education role?
Most Director of Clinical Education positions fall under the Specialist category, which covers professionals with recognized expertise in a field outside academia. If your role includes conducting or directing formal research within a clinical education program, the Research Scholar category may apply instead. Your designated sponsor organization determines the correct category and issues your DS-2019 accordingly.
Who is actually the J-1 visa sponsor for this type of role?
The visa sponsor is a U.S. Department of State-designated organization such as IIE, CIEE, Cultural Vistas, or a university with its own exchange visitor program. That organization issues your DS-2019 and monitors compliance throughout your program. The hospital, health system, or academic institution hiring you is the host employer, not the sponsor, even though they fund and direct your work.
Does a Director of Clinical Education role typically trigger the two-year home residency requirement?
It can. The two-year home-country physical presence requirement applies to Specialist and Research Scholar exchange visitors whose home country or program is government-funded, or whose skill is on the Exchange Visitor Skills List. You need to verify your specific situation with your designated sponsor before accepting an offer, since this requirement blocks future H-1B and green card applications until it is fulfilled or waived.
How do I find U.S. employers open to hosting a J-1 clinical education director?
Academic medical centers, teaching hospitals, and nursing or allied health programs at universities are the most common host employers for this role. Migrate Mate lets you search Director of Clinical Education positions and identify employers with a history of supporting international exchange visitors, so you can focus your applications where J-1 hosting is already understood and operational.
What documentation should I prepare before a host employer submits my J-1 paperwork?
Gather evidence of your advanced clinical credentials, any relevant licensure or certifications, and a professional record demonstrating leadership in clinical training or curriculum design. Your designated sponsor and host employer will need this to complete Form DS-7002, the training plan that defines your program objectives, supervision structure, and evaluation timeline. Incomplete documentation is the most common cause of DS-2019 delays.