Full-Time
Art Teacher
The Foundation Schools
Compensation Overview
$52.9k - $85.3k/yr
Largo, MD, USA
In Person
The role is based at the Largo school and may occasionally support other school locations.
Bachelor's, Master's
Category
 Education |
|---|
Required Skills
Data Analysis
Requirements
- A bachelor's degree or higher is required, preferably in education, special education, or a related field.
- A Maryland State Department of Education license or eligibility for a Maryland State Department of Education license is required in special education and the appropriate grade band; Art and Physical Education teachers require a license or eligibility in the content area.
- Applicants must be able to use basic office equipment such as computers, tablets, telephones, fax machines, and copiers.
- Applicants must be able to complete reports and data input using a variety of computer programs.
- Applicants must be able to move and carry supplies, including light non-repetitive lifting.
- Applicants must speak clearly and be understood by others.
- Applicants must read and express thoughts in written format.
- Applicants must respond quickly and tactfully to crisis situations while using critical thinking to assess problems.
- Applicants must work with minimum supervision and meet deadlines.
- Applicants must be able to physically restrain or assist in student restraints.
- Applicants must possess sufficient mobility to provide instruction and manage student behaviors.
Responsibilities
- Employ special education strategies and techniques to provide quality instruction that advances students' academic progress on the approved curriculum and promotes social and emotional growth.
- Teach academic content effectively using the approved curriculum.
- Communicate professionally with parents and guardians about students' academic and behavioral progress.
- Create and implement lesson plans using varied teaching methods, including technology, direct instruction, independent study, and group learning.
- Adapt the classroom environment, activities, teaching styles, behavior-management practices, and lesson plans to students' academic levels and learning styles.
- Establish learning expectations and classroom structure that encourage participation and appropriate behavior.
- Use formal and informal observation and assessment tools to identify students' needs, adjust interventions, evaluate instructional effectiveness, and document modifications based on data, reflection, and feedback.
- Provide a safe, structured, creative, and engaging classroom conducive to learning.
- Maintain an accurate classroom instructional inventory.
- Apply knowledge of special education laws and regulations, including the Individuals with Disabilities Education Act, the Family Educational Rights and Privacy Act, the Code of Maryland Regulations, and the District of Columbia Municipal Regulations.
- Participate in developing and monitoring students' Individualized Education Programs, Behavior Intervention Plans, and Functional Behavior Assessments, including required documentation.
- Grade students' work, document it in grade books, and complete grades by deadlines.
- Attend and participate in Individualized Education Program meetings, reentry meetings, and other meetings with parents, guardians, students, and county representatives; report accurately on academic progress.
- Lead the classroom by providing guidance and direction to program assistants and dedicated aides.
- Understand how students' disabilities affect behavior and learning; use students' diagnoses to adapt intervention strategies to their Individualized Education Programs and Behavior Intervention Plans.
- Manage and document student behavior through behavior-management systems, school rules, policies, and procedures.
- Identify behaviors that could lead to crises, unsafe situations, or disruptions, and use behavior-management techniques to limit their severity and duration.
- Supervise students to ensure the safety and security of the school program.
- Maintain student confidentiality in accordance with school confidentiality and student-record procedures.
- Use verbal de-escalation skills, the behavior continuum, least-restrictive behavioral interventions, and approved crisis strategies including seclusions, therapeutic holds, escorts, student restraints, and TACT 2 techniques.
- Work with teachers, therapists, school leaders, and other team members to identify student and classroom needs and develop interventions or incentive plans.
- Participate in committees, meetings, supervision, and professional development activities.
- Model and implement the company's core values in interactions with students.
- Comply with the school's policies, rules, protocols, and procedures.
- Complete other assigned duties.
- Consult on lesson plans and curriculum and support classroom needs at other locations on an occasional basis.
Desired Qualifications
- A master's degree is preferred.
- 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 the Individuals with Disabilities Education Act and its specific applications to educating students with special education needs and emotional and other disabilities is preferred.
- Bilingual Spanish/English abilities are a plus.
- Applicants should maintain a professional demeanor and relationships with students, colleagues, families, and community partners.
- Applicants should work positively and collaboratively with others.
- Applicants should maintain professional work habits, including appropriate attire, attendance, and timeliness.
- Applicants should demonstrate effective time-management and organization skills.
- Applicants should prioritize and plan work activities.
- Applicants should use time and resources efficiently and set realistic action plans and goals.
- Applicants should possess a high level of mental and emotional balance.