J-1 Visa Field Support Specialist Jobs
Field Support Specialist roles in the United States are accessible to international professionals through J-1 visa sponsorship, most commonly under the Trainee or Specialist program category. Designated sponsor organizations issue your DS-2019 and oversee your training plan while the host employer manages your day-to-day work.
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Get Access To All JobsPOSITION: SPED Autism Support Teacher
EXEMPT STATUS: Exempt
NUMBER OF DAYS: 187
PAY GRADE: Teacher Salary
DEPARTMENT: Special Services
REPORTS TO: Principal, Special Services Supervisor
SUPERVISES: Assigned teacher assistant(s), if applicable.
Education:
Bachelor’s Degree from accredited college or university
Valid teaching certificate, Special Education certified
Valid Special Education teaching certificate
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program
Experience: Student teaching or approved internship or approved Alternative Teacher Certification Program training
POSITION FUNCTION/PURPOSE
Provide students who have been identified with Autism with the appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Major Responsibilities
Instructional Management
- Participate in ARD Committee meetings on a regular basis.
- Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
- Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.
- Prepare lessons that reflect accommodation for individual student differences.
- Present the subject matter according to guidelines established by Texas Education Agency, board policies, administrative regulations.
- Employ a variety of instructional techniques and media, consistent with the needs and capabilities of the student groups involved.
- Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods in accordance with district requirements.
- Plan and supervise purposeful assignments for teacher assistant(s) and/or volunteer(s).
- Employ the use of technologies in the teaching/learning process.
- Assist in the selection of books, equipment, and other instructional materials.
- Provide classroom support to teachers working with students with autism and related disorders.
Student Growth and Development
- Assist students in analyzing and improving methods and habits of study.
- Assess the accomplishments of students on a regular basis and provide progress required.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Assume responsibility for duties and/or extracurricular activities as assigned and may sponsor outside activities approved by the school.
- Present for students a positive role model that supports the mission of the school district.
School/Organization Climate
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
- Provide demonstrations of teaching and modeling of effective practices in teaching autistic students.
- Establish control in the classroom and administer discipline in accordance with board policies, administrative regulations, and students’ IEP.
- Take all necessary and reasonable precautions to protect students.
- Assist before, during, and after the school day in the supervision of students as assigned by the principal.
- Promote a positive work environment and positive staff morale within the school.
School/Organization Improvement
- Participate with other staff in building a common vision for school improvement.
- Participate in planning and implementing activities to ensure attainment of school's mission.
Personnel Management
- Assist in selecting/orienting new instructional staff.
Administration and Fiscal/Facilities Management
- Take all necessary and reasonable precautions to protect equipment, materials, and facilities.
School/Community Relations
- Establish and maintain open lines of communication with students and their parents.
- Maintain a professional relationship with all colleagues, students, parents, and community members.
- Use acceptable communication skills to present information accurately and clearly.
Professional Growth and Development
- Participate in the district professional development program.
- Demonstrate interest and initiative in professional improvement.
- Observe professional and ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics.
Policy Implementation
- Keep informed of and comply with federal, state, district, and school regulations and policies for teachers.
- Assume responsibility for compiling, maintaining, and filing all reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
Other Duties
- Perform such other duties as may be assigned or as may be necessary for job effectiveness.
Supervisory Responsibilities
Supervise assigned teacher assistant(s), if applicable.
Qualification Requirements
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program.
WORK ENVIRONMENT
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required. Ability to complete and utilize physical intervention training.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine, Scanner, Google Programs, Virtual Meeting Platforms
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
POSITION: SPED Autism Support Teacher
EXEMPT STATUS: Exempt
NUMBER OF DAYS: 187
PAY GRADE: Teacher Salary
DEPARTMENT: Special Services
REPORTS TO: Principal, Special Services Supervisor
SUPERVISES: Assigned teacher assistant(s), if applicable.
Education:
Bachelor’s Degree from accredited college or university
Valid teaching certificate, Special Education certified
Valid Special Education teaching certificate
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program
Experience: Student teaching or approved internship or approved Alternative Teacher Certification Program training
POSITION FUNCTION/PURPOSE
Provide students who have been identified with Autism with the appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Major Responsibilities
Instructional Management
- Participate in ARD Committee meetings on a regular basis.
- Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
- Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.
- Prepare lessons that reflect accommodation for individual student differences.
- Present the subject matter according to guidelines established by Texas Education Agency, board policies, administrative regulations.
- Employ a variety of instructional techniques and media, consistent with the needs and capabilities of the student groups involved.
- Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods in accordance with district requirements.
- Plan and supervise purposeful assignments for teacher assistant(s) and/or volunteer(s).
- Employ the use of technologies in the teaching/learning process.
- Assist in the selection of books, equipment, and other instructional materials.
- Provide classroom support to teachers working with students with autism and related disorders.
Student Growth and Development
- Assist students in analyzing and improving methods and habits of study.
- Assess the accomplishments of students on a regular basis and provide progress required.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Assume responsibility for duties and/or extracurricular activities as assigned and may sponsor outside activities approved by the school.
- Present for students a positive role model that supports the mission of the school district.
School/Organization Climate
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
- Provide demonstrations of teaching and modeling of effective practices in teaching autistic students.
- Establish control in the classroom and administer discipline in accordance with board policies, administrative regulations, and students’ IEP.
- Take all necessary and reasonable precautions to protect students.
- Assist before, during, and after the school day in the supervision of students as assigned by the principal.
- Promote a positive work environment and positive staff morale within the school.
School/Organization Improvement
- Participate with other staff in building a common vision for school improvement.
- Participate in planning and implementing activities to ensure attainment of school's mission.
Personnel Management
- Assist in selecting/orienting new instructional staff.
Administration and Fiscal/Facilities Management
- Take all necessary and reasonable precautions to protect equipment, materials, and facilities.
School/Community Relations
- Establish and maintain open lines of communication with students and their parents.
- Maintain a professional relationship with all colleagues, students, parents, and community members.
- Use acceptable communication skills to present information accurately and clearly.
Professional Growth and Development
- Participate in the district professional development program.
- Demonstrate interest and initiative in professional improvement.
- Observe professional and ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics.
Policy Implementation
- Keep informed of and comply with federal, state, district, and school regulations and policies for teachers.
- Assume responsibility for compiling, maintaining, and filing all reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
Other Duties
- Perform such other duties as may be assigned or as may be necessary for job effectiveness.
Supervisory Responsibilities
Supervise assigned teacher assistant(s), if applicable.
Qualification Requirements
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program.
WORK ENVIRONMENT
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required. Ability to complete and utilize physical intervention training.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine, Scanner, Google Programs, Virtual Meeting Platforms
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
See all J-1 Visa Field Support Specialist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Field Support Specialist Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship as a Field Support Specialist
Align your credentials with the Trainee category
The J-1 visa Trainee category requires a degree or professional certificate plus one year of related work experience, or five years of experience abroad. Document both before approaching host employers, since designated sponsors verify this before issuing a DS-2019.
Map your technical skills to O*NET
Pull the Field Support Specialist occupation profile from O*NET and mirror its task and skill language in your resume. Designated sponsors use standardized occupational frameworks when reviewing training plans, so alignment speeds DS-2019 approval.
Find J-1-ready host employers on Migrate Mate
Search Field Support Specialist roles on Migrate Mate to identify U.S. employers whose hiring history aligns with J-1 exchange visitor placements. Filtering by role type surfaces hosts already familiar with the training plan process.
Confirm the host employer's willingness early
Ask any prospective employer during initial interviews whether they've hosted J-1 exchange visitors before. Hosts must sign the training plan and cooperate with your designated sponsor's compliance monitoring, so early confirmation prevents late-stage delays.
Check your role for the two-year home residency requirement
Some Field Support Specialist placements trigger the J-1 two-year home-country residency requirement, particularly if your government or an international organization funded your program. Verify this with your designated sponsor before accepting an offer.
Build a precise training plan before your DS-2019 application
Designated sponsors require a detailed training plan showing phase-by-phase objectives, supervision arrangements, and measurable outcomes for your Field Support role. Vague plans are the leading cause of DS-2019 delays, so draft it with your host supervisor before submitting.
Field Support Specialist J-1 Visa: Frequently Asked Questions
Which J-1 program category fits a Field Support Specialist role?
Most Field Support Specialist placements fall under the J-1 Trainee or Specialist category. Trainee applies if you hold a relevant degree plus one year of experience, or five years of field experience without a degree. Specialist is reserved for recognized experts in a narrowly defined occupation. Your designated sponsor confirms which category applies based on your background and the host employer's training plan.
Who actually sponsors my J-1 visa as a Field Support Specialist?
Your visa sponsor is a U.S. Department of State-designated sponsor organization, such as Cultural Vistas or AIPT, not your employer. The host employer provides the job and signs the training plan, but the designated sponsor issues your DS-2019, monitors program compliance, and serves as your official point of contact with the State Department throughout your exchange.
How do I find host employers open to J-1 exchange visitors for this role?
Migrate Mate lets you search Field Support Specialist positions and filter for employers whose hiring patterns align with J-1 exchange visitor placements. Because J-1 hosting requires employer cooperation with training plans and sponsor oversight, targeting employers already familiar with the process significantly reduces friction during the offer and DS-2019 stages.
Does a Field Support Specialist role trigger the two-year home residency requirement?
It depends on your funding source and nationality. If your placement is funded by your home government or an international organization, or if your country appears on the State Department's skills list, the two-year home residency requirement likely applies. This means you must return home for two years before changing to most other U.S. visa categories. Your designated sponsor can confirm your status before you commit to an offer.
What documents do I need before a designated sponsor will issue my DS-2019?
You'll need proof of your qualifying credentials, which means a degree or professional certificate plus work experience documentation or evidence of five or more years of field experience. You'll also need a detailed training plan co-signed by your host employer, proof of English proficiency if required, and evidence of health insurance meeting J-1 standards. Sponsors typically require all documents before beginning DS-2019 processing, so gather them before your host employer makes a formal offer.