Job Openings

Welcome to the employment opportunities section of our website! A variety of dedicated staff members are needed at all times to ensure the smooth and successful operation of the educational and clinical programs at The Foundation Schools. 

All candidates will be required to pass a criminal background check and pre-employment drug screening after an employment offer is made. Once an offer of employment is made and accepted, candidates will be required to provide documentation of their legal right to work and proof of their identity.  The Foundation Schools does not sponsor H-1B visas. 

The Foundation Schools offers Equal Employment Opportunity to all applicants and employees regardless of race, color, religion, creed, age, gender, sexual orientation, sexual identity, national origin, disability, marital status, genetic information, Veteran’s status, or any other characteristic protected by Federal, State, or local laws. 

The Foundation School - Largo, MD

This is a 15 hour per week position; the days are flexible, but our psychiatrists generally work on site two days each week.  Psychiatrists provide coverage during our regular and extended school year programs (late August – late July).

Our Largo school serves students with serious emotional disabilities from Prince George’s county, the District of Columbia and other neighboring counties. The primary functions of our school psychiatrists are to support our staff and the students by:

  • Conducting psychiatric evaluations regarding diagnosis and symptoms. Clarifying information that is included in student’s chart or file for our staff
  • Performing medication consultation and management to initiate medication trial or to evaluate the medication prescribed by outside providers. Coordinating treatment with outside providers, prescribing and distributing medication to students and overseeing effectiveness of treatment
  • Assisting with clinical crisis assessment of student’s safety during a crisis. Helping determine the risks of suicide, homicide or other threats
  • Assist with assessments of students for possible hospitalization or emergency petitions
  • Consulting and collaborating with the Clinical Director, Therapists and Teachers regarding treatment plans and classroom performance. Conduct class observations of student behavior and participate in meetings with families regarding treatment
  • Participate in clinical team meetings with the Clinical Director and Program Therapists to review clinical cases and provide clinical assistance regarding treatment plans or therapeutic approaches
  • Completing other appropriate tasks in regards to psychiatric needs

The ideal candidate will have:

  • Doctor of Medicine
  • At least 3 years of experience working with children and adolescents with emotional disabilities
  • Experience in a special education school setting preferred
  • Current Maryland Physician and Surgeon license
  • Current Maryland Certificate for Controlled Dangerous Substances
  • Current USDOJ/DEA Controlled Substance Registration Certificate

 

Education, Experience and Certification Requirements:

  • Bachelor’s degree or higher is required, preferably in education, special education or related field
  • MSDE certification or eligibility for MSDE certification required in relevant area and grade band
  • Two or more years of experience in a special education setting, preferably working with emotionally disabled students or children with autism preferred
  • Physical Education and Art positions require Content Area PreK-12
  • Knowledge of IDEA 2004 and its specific applications to educating students with emotional and other disabilities
  • Bilingual (Spanish/English) abilities required

KEY JOB FUNCTIONS

  • 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; Demonstrate knowledge of subject and the ability to teach content area
  • Create lesson plans that utilize a variety of teaching methods, including the use of technology, to engage students and actively encourage student participation and interaction
  • Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of diverse learners
  • Establish expectations for learning and set standards for classroom participation and behavior; encourage students’ ownership and contribution to the classroom
  • Use observation and assessment tools to determine students’ needs and adjust behaviors and practices to accommodate those needs; evaluate instructional effectiveness, document and share modifications based on data, reflection and feedback
  • Provide a safe, appealing and engaging classroom that is conducive to learning
  • Demonstrate knowledge of special education laws and regulations; complete required documentation within assigned deadlines including documentation for students’ IEP, BIP and FBA
  • Demonstrate an understanding of how emotional disabilities impact our students’ behavior and ability to learn; display awareness of students’ diagnoses and adapts behavior strategies accordingly to implement the requirements of the student’s IEP.
  • Effectively manage student behavior through implementation of behavior modification systems, school rules and policies; models appropriate behavior for students during the school day
  • Proactively identify and address behaviors that could lead to a crisis, unsafe environment or disrupt the learning environment; administer effective and appropriate strategies during a crisis intervention including the participation in restraints when necessary.
  • Work with school leaders, collaborate in teams, and work with related service providers and student support staff to discuss students’ academic and behavioral progress and plans
  • Teachers may serve as student advisers; actively participate in group activities, committees and meetings.
  • Supervise teaching assistants and dedicated student aides assigned to their classroom.

Education, Experience and Certification

  • Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
  • MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification 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

KEY 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
  • 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

 

Education, Experience and Certification

  • Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
  • MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification 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

KEY 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
  • 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

 

 

 

 

The Educational Director for the oversees the instructional program by ensuring grade level curriculum is implemented, teaching strategies are modified to meet students IEPs and individual needs, and appropriate classroom management strategies are utilized.  They supervise the teachers and assigned staff by providing observation, supervision, and feedback to enhance the effectiveness of the instructional program.  They maintain a knowledge base of the local school systems current instructional and graduation requirements, and adapt the instructional program to match those requirements.  The Educational Director works closely with members of the management team to oversee daily operations of the school program. 

CORE JOB FUNCTIONS

  • Monitor the daily functions of the entire program and all staff
  • Assist with overall program development and supervision
  • Establish expectations for teachers on standards for classroom structure, instructional lessons, and classroom management; supervise, coach, and counsel teachers on performance expectations
  • Ensure teachers utilize a variety of instructional methods, adapt the curriculum to meet individual needs and ensure IEP accommodations are provided
  • Conduct regularly scheduled program meetings, supervision sessions, and instruction based professional development for staff to enhance their effectiveness in the program; report to management team areas of concern
  • Review student files to ensure documents that are required according to Foundation School policy and state and district regulations are appropriately completed and filed (IEP, Clinical and behavioral related documents)
  • Conduct IEP Meetings
  • Ensure teachers are effectively communicating with parents/guardians about students’ academic and behavior progress and reporting other issues as needed
  • Provide direction to staff during crisis and non-crisis situations to assist staff with improving behavior management skills and decision making skills; manage the need for additional staff in crisis situations and direct staff back to other duties when appropriate; facilitate debriefing sessions with staff to review incidents and identify people responsible for completing required documentation
  • Conduct and maintain documentation on observations of assigned staff to evaluate staff’s knowledge, skills, and abilities, and to monitor program quality; meet with staff to discuss observations and develop performance improvement plans as necessary
  • Demonstrate knowledge of current special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
  • Work with other members of the management team and school staff, to determine the student and/or program needs and adjust interventions and practices, to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
  • Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for teachers and other assigned support staff; complete performance evaluations and individual goal creation for assigned staff
  • 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

Education, Experience and Certification Requirements

  • Master’s degree or higher in special education or related field is required
  • MSDE Advanced Professional certification or eligibility for MSDE Advanced Professional certification in special education or administration
  • Five or more years of experience in an education setting working with students on the autism spectrum is preferred
  • Experience with program development is preferred
  • Understanding and experience using the principles of Applied Behavior Analysis
  • Knowledge of IDEA and its specific applications to educating students with special education needs, autism spectrum disorders and other disabilities as well as students who demonstrate social emotional difficulties
  • Supervisory experience preferred
  • Knowledge of curriculum and curriculum adaptations for students with disabilities
  • Bilingual (Spanish/English) abilities are a plus

 

Education, Experience and Certification

  • Master’s degree in social work, psychology, counseling, psychiatric nursing or other related field is required
  • Current Maryland clinical license is required; LCPC and LCSW-C are required
  • MSDE School Social Worker certification or eligibility for MSDE School Social Worker certification (LCSW-C only)
  • Three or more years of successful clinical experience working with children and/or adolescents with Autism in a school setting is preferred
  • Knowledge of DSM and IDEA and their specific applications to educating students with special education needs and emotional and other disabilities preferred
  • Bilingual (Spanish/English) abilities are a plus

Key Job Functions

  • Employ clinical strategies and techniques to provide appropriate therapeutic interventions to encourage students to be school ready
  • Ensure counseling and behavioral support service requirements are met to maintain 100% compliance with students’ IEPs and requirements are rendered as prescribed on the IEP
  • Demonstrate knowledge of and the ability to adapt a variety of therapeutic interventions and behavior management practices to meet the needs of individual students; evaluate therapeutic effectiveness, document, and make modifications based on data, reflection and feedback
  • Conduct student functional behavioral assessments (FBAs)
  • Provide case management for students by collaborating with parents, guardians, and outside agencies; make appropriate referrals for needed services and look for new resources that support students’ social and emotional growth
  • Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
  • Complete required related service notes and billing documentation accurately and within assigned deadlines; ensure Medicaid forms are completed by parents/guardians
  • Provide clinical supervision to the dedicated aides assigned to the students on their caseloads to help the dedicated aides understand the students’ social, emotional, and academic profile; collaborate with these dedicated aides to develop and implement specialized interventions and incentive plans as needed
  • 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
  • Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures

This is an 11 month position – end of August – end of July

 

 

The Foundation School of Montgomery County - Gaithersburg, MD

Education, Experience and Certification

  • Bachelor’s degree or higher is required, preferably in education, special education or related field
  • A MSDE certification or eligibility for MSDE certification
      • Middle School positions require certification in Generic Special Education 1-8 or 6-Adult
  • Two or more years of experience in a special education setting, preferably working with students with emotional disabilities is preferred
  • Knowledge of current IDEA and its specific applications to educating students with emotional disturbance and other disabilities

Key Job Functions

  • 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. Demonstrate knowledge of subject and the ability to teach content area. 
  • Create lesson plans that utilize a variety of teaching methods, including the use of technology, to engage students and actively encourage student participation and interaction
  • Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of diverse learners
  • Establish expectations for learning and set standards for classroom participation and behavior; encourage students’ ownership and contribution to the classroom
  • Use observation and assessment tools to determine students’ needs and adjust behaviors and practices to accommodate those needs; evaluate instructional effectiveness, document and share modifications based on data, reflection and feedback
  • Provide a safe, appealing and engaging classroom that is conducive to learning
  • Demonstrate knowledge of special education laws and regulations; complete required documentation within assigned deadlines including documentation for students’ IEP, BIP and FBA
  • Demonstrate an understanding of how emotional disabilities impact our students’ behavior and ability to learn; display awareness of students’ diagnoses and adapts behavior strategies accordingly to implement the requirements of the student’s IEP
  • Effectively manage student behavior through implementation of behavior modification systems, school rules and policies; models appropriate behavior for students during the school day
  • Proactively identify and address behaviors that could lead to a crisis, unsafe environment or disrupt the learning environment; administer effective and appropriate strategies during a crisis intervention including the participation in restraints when necessary
  • Work with school leaders, collaborate in teams, and work with related service providers and student support staff to discuss students’ academic and behavioral progress and plans
  • Teachers may serve as student advisers, actively participate in group activities, committees and meetings
  • Supervise teaching assistants and dedicated student aides assigned to their classroom
Main Office - Rockville, MD

No Openings.