J-1 Visa Education Jobs
Education roles in the United States are available to exchange visitors under J-1 visa program categories including Teacher, Professor, Research Scholar, and Specialist. Designated sponsors issue the DS-2019 form and administer sponsorship, while U.S. schools, universities, and nonprofits serve as host employers. No lottery or annual cap applies.
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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 Education Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Education Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship in Education
Align your credentials to the right J-1 category
K-12 classroom teaching falls under the Teacher category, while postsecondary lecturers and researchers typically enter as Professor or Research Scholar. Misidentifying your category at the application stage can delay or void your DS-2019 issuance.
Document subject-area licensure before approaching host employers
Many U.S. states require state teaching licensure or subject-matter equivalency verification before a school district can extend an offer. Gather your transcripts, translated diplomas, and any home-country teaching credentials before beginning your outreach.
Search Migrate Mate to find Education roles with J-1-aware host employers
Not every school or university has experience hosting J-1 visa exchange visitors. Use Migrate Mate to filter for Education positions at institutions that have already worked with designated sponsors, saving you from dead-end applications.
Clarify the 2-year home residency requirement early
Teacher and Government Visitor J-1 participants commonly carry the 2-year home residency requirement. If you plan to pursue a green card or H-1B visa afterward, confirm your requirement status with your designated sponsor before accepting a host employer offer.
Ask your host employer to confirm DS-2019 coordination timelines
Your host employer doesn't issue the DS-2019 -- your designated sponsor does. Once the employer extends an offer, they submit program details to the sponsor organization. Factor in the sponsor's processing window, typically several weeks, when negotiating your start date.
Verify prevailing wage compliance using OFLC Wage Search
Designated sponsors must ensure host employer compensation meets program wage standards for your role and location. Cross-check the offered salary against OFLC Wage Search for your specific SOC code and state before signing any employment agreement.
Education J-1 Visa: Frequently Asked Questions
Which J-1 program category covers Education roles, and how do I know which one applies to me?
It depends on your role and career stage. Current university students doing supervised education fieldwork typically qualify as Interns. Recent graduates or early-career teachers with a degree but limited U.S. experience may qualify as Trainees. Established K-12 teachers with a valid teaching credential qualify under the Teacher category. Postsecondary faculty and researchers fit the Professor or Research Scholar categories. Your designated sponsor determines the appropriate category based on your qualifications and the host employer's program structure.
Is the school or university that hires me also my J-1 visa sponsor?
No. The hiring institution is your host employer, not your visa sponsor. J-1 sponsorship is administered by U.S. Department of State-designated organizations such as IIE, CIEE, or Cultural Vistas, which issue your DS-2019 form, monitor program compliance, and serve as your official point of contact with the State Department. The host employer submits program information to the designated sponsor but does not hold sponsorship authority itself.
What documents does a host school or university typically need before initiating the J-1 process?
Most host employers require a valid passport, academic transcripts or diplomas (translated into English), proof of subject-area teaching credentials or licensure where applicable, and a completed training or program plan. Some designated sponsors also require proof of English proficiency and evidence of sufficient financial support for the duration of your exchange program. Gather these before you receive a formal offer to avoid delays once the DS-2019 process begins.
How do I find Education employers in the United States that have experience hosting J-1 exchange visitors?
Use Migrate Mate to search for Education roles at institutions that are already familiar with J-1 program requirements. Employers with prior hosting experience understand the DS-2019 coordination process, the training plan requirements, and the compliance obligations the host shares with the designated sponsor, which reduces delays and misunderstandings during the offer stage.
Does the 2-year home residency requirement affect Education J-1 participants, and can it be waived?
Yes. The Teacher category and some Specialist and Government Visitor programs commonly carry the 2-year home residency requirement, meaning you must return to your home country for two years before applying for an H-1B or green card. Waivers are available in limited circumstances, including through a request by an Interested Government Agency or a no-objection statement from your home country, but approval is not guaranteed and the process can take a year or more.