A bachelor's degree or higher is required, preferably in education, special education, or a related field.
An MSDE license or eligibility for an MSDE license in special education and the appropriate grade band is required; art and physical education teachers require an MSDE license or eligibility in the content area.
Use basic office equipment such as a computer, tablet, telephone, fax machine, and copier.
Complete reports and enter data using a variety of computer programs.
Move and carry supplies and perform light, non-repetitive lifting.
Maintain a professional demeanor and relationships with students, colleagues, families, and community partners.
Demonstrate effective time management and organizational skills; prioritize and plan work activities; use time and resources efficiently; and set realistic action plans and goals.
Speak clearly and be understood by others, and read and express thoughts in writing.
Maintain mental and emotional balance and respond quickly and tactfully to crises while using critical thinking to assess problems.
Work with minimum supervision and meet deadlines.
Physically restrain or assist in student restraints, and possess sufficient mobility to provide instruction and manage student behaviors.
Responsibilities
Use special education strategies and techniques to provide quality instruction that advances students' academic progress on the approved curriculum and promotes social and emotional growth.
Demonstrate knowledge of academic subjects and effectively teach content using the approved curriculum.
Communicate professionally with parents and guardians about students' academic and behavioral progress before interim and end-of-period reports, or as needed.
Create and implement lesson plans using varied teaching methods, including technology, direct instruction, independent study, and group learning, to engage students and encourage participation; submit plans within established guidelines.
Adapt the classroom environment, activities, teaching styles, behavior-management practices, and lesson plans to meet students' varying academic levels and learning styles.
Establish learning expectations and classroom structure that encourage student participation and appropriate behavior.
Use formal and informal observation and assessment tools to identify student needs, adjust interventions and practices, evaluate instructional effectiveness, document results, and make modifications based on data, reflection, and feedback.
Provide a safe, structured, creative, and engaging classroom conducive to learning.
Maintain an accurate classroom instructional inventory.
Participate in the development and monitoring of students' IEPs, BIPs, and FBAs, including completing required documentation within established guidelines.
Grade students' work, document it in grade books, and submit grades by deadlines.
Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents or guardians, students, or county representatives; accurately report student academic progress.
Lead the classroom by providing guidance and direction to assigned program assistants and dedicated aides.
Apply understanding of how students' disabilities affect their behavior and learning; know students' diagnoses and adapt intervention strategies to meet IEP and BIP requirements.
Manage and document student behavior using behavior-management systems, school rules, policies, and procedures; model appropriate behavior during the school day.
Identify behaviors that could lead to a crisis, unsafe situation, or disruption, and use effective behavior-management techniques to limit the severity and duration of disruptions.
Proactively supervise students to ensure the safety and security of the school program.
Maintain student confidentiality in accordance with the school's confidentiality and conflict-of-interest statement and student-record confidentiality procedures.
Use verbal de-escalation skills and the behavior continuum to employ or consider the least restrictive interventions; use approved crisis strategies, including seclusions, therapeutic holds, escorts, and restraints when necessary; consistently and appropriately use and model TACT 2 techniques or classroom behavior-management strategies.
Work with teachers, therapists, school leaders, and other team members to identify student and classroom needs and adjust interventions and practices; collaborate to develop interventions or incentive plans when appropriate.
Participate in committees, meetings, supervision, and professional development activities.
Model and implement company core values to guide actions and help students develop teamwork, work ethic, integrity, respect, and leadership in positive behaviors.
Comply with the school's policies, rules, protocols, and procedures.
Complete other duties as assigned.
Desired Qualifications
A master's degree is preferred.
Two or more years of experience in a special education setting or working with emotionally disabled students or children with autism is preferred.
Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities is preferred.
Bilingual Spanish and English abilities are a plus.
Description
$64,615-$93,810 PER YEAR
AUTISM PROGRAM - 12-MONTH
FULL-TIME
JOB SUMMARY
Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students’ IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students’ IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures.
FLSA STATUS: Exempt employee
ESSENTIAL JOB FUNCTIONS
Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles
Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
Provide a safe, structured, creative, and engaging classroom that is conducive to learning
Maintain an accurate classroom instructional inventory at all times
Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
Grade students’ work, document students’ work in grade books, and complete grades within deadlines
Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
Effectively manage and document student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day
Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
Proactively provide supervision of students to ensure the safety and security of the school program at all times
Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
Actively participate in committees, meetings, supervision, and professional development activities
Consistently model and implement the company’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
Complete other duties as assigned
BENEFITS
Company Paid –Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School Leave
Company and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental Insurance
Employee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness Benefits
Other Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs
Requirements
QUALIFICATIONS
Education, Experience and Licensure
Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
MSDE license or eligibility for MSDE license required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE license or eligibility for MSDE license in content area
Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
Bilingual (Spanish/English) abilities are a plus
Physical, Interpersonal and Cognitive
Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc.
Complete reports and data input while using a variety of computer programs
Move and carry supplies; light lifting, non-repetitive
Maintain a professional demeanor and relationship with students, colleagues, families and community partners
Work positively and collaboratively with others
Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness
Demonstrate effective time management and organization skills
Prioritize and plan work activities
Use time and resources efficiently, set realistic action plans and goals
Speak clearly and be understood by others
Read and express thoughts in a written format
Possess and demonstrate a high level of mental and emotional balance
Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
Work with minimum supervision and meet deadlines
Physically restrain or assist in student restraints
Possess sufficient mobility to provide instruction and manage student behaviors