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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

 

The Foundation Schools is a special education day school which delivers innovative school programs and support services for children and adolescents with emotional disabilities, autism spectrum disorders and other learning challenges. The Foundation Schools is accepting resumes for a Spanish Teacher to work at our Largo campus.

The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students with emotional and other disabilities and social emotional and learning challenges, preparing them to be productive and successful in their future academic and career paths. We are seeking qualified teachers to provide our students with the tools and guidance they need to be successful.

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 effectively manage student behavior through implementation of behavior management systems, school rules and policies.

For over 40 years, The Foundation Schools’ mix of academic support and therapeutic services has given our students a chance to reach their full potential. The Foundation Schools is currently approved by the State of Maryland and the District of Columbia to provide services to students who have not been successful in their home school’s environment. The Foundation Schools has schools in Gaithersburg and Largo, Maryland that serve over 200 students in grades K-12.

Our Core Values’ provide a strong foundation for our programs, are integrated into our positive behavior intervention system, drive our actions and guide our staff and students daily to TWIRL (Teamwork, Work Ethic, Integrity, Respect, and Leadership). We offer a supportive working environment with small class sizes and excellent resources.

Job Duties:

  • 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 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

Physical, Interpersonal and Cognitive Requirements:

  • Utilize basic office equipment such as computer, 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 dress, attendance and timeliness
  • Demonstrate effective time management and organization skills
  • Prioritize & 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

 

Speech and Language Pathologists at The Foundation Schools provide speech and/or language therapy to students in the school as prescribed by the student’s Individualized Education Program. The Speech Pathologist assesses and provides speech and language remediation to students as referred. As a resource person, the Speech Pathologist works in collaboration with the classroom teacher, the Diagnostic Prescriptive Teacher and as a member of the full multidisciplinary team, to address students’ educational and clinical needs.

As needed, the Speech Pathologist communicates with parents/guardians and representatives of agencies with whom students are involved. They document the delivery of all services according to state and local guidelines. The Speech Pathologist participates in Foundation School meetings, committees and in the full community milieu.

Master’s Degree in Speech Language Pathology and a valid Maryland license required. Three years experience in providing diagnostic assessment and therapy to children and adolescents who manifest a variety of speech and language disorders and related symptoms preferred.  This is an 11-Month position (end of August – end of July).  

 

Education, Experience and Certification

  • Master’s degree in education, special education or related field is required
  • MSDE Certification or eligibility for MSDE Certification required in special education
  • Three years of teaching experience, writing IEPs, and/or attending IEP meetings, prior experience working with students with emotional disabilities preferred
  • Knowledge of special education law and the compliance requirements of the various federal, state, and local school system regulations, policies, and procedures
  • Training on Maryland and/or DC IEP systems a plus
  • Knowledge of testing and educational assessments is a plus
  • Excellent oral and written communication skills, computer proficiency, and a demonstrated capability to interface and maintain effective relationships with co-workers and state/country representatives
  • Knowledge of IDEA and its specific applications to educating students with special education needs and emotional disabilities 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
  • 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 program support and manage student behaviors

ESSENTIAL JOB FUNCTIONS

Provide technical and content training to all IEP writing staff and staff involved in developing transition plans on the Maryland and DC IEP systems, with the support of the Clinical Director(s) and Education Director(s)

Supervise the development of all IEPs including proof reading, editing, and making recommendations for revisions to maintain compliance and to meet the individual needs of students; work with the Clinical Director(s) to ensure that FBAs and BIPs are completed in compliance within required timelines

Prepare for, schedule, and conduct all IEP related meetings (annual, triennial reviews, 60 day reviews, attendance meetings, placement meetings, manifestation, and Senior exit meeting); ensure that all parties whose presence or input is required for the meetings (including staff, administrators, parents/guardians, advocates, lawyers, surrogates, social workers, etc.) have been notified in a timely manner, and obtain required documentation from all parties, including those unable to attend

Notify the appropriate staff of the outcomes of IEP meetings, any additional follow-up needed (concerns raised, assessments, meetings, etc.) and update the student database and Finance Office of any changes to a student’s IEP related services

Work with the Registrar, Education Director(s), and Clinical Director(s) to ensure that quarterly documentation of all IEPs are completed, distributed, and filed

Provide parents/guardians with required documents prior to and following an IEP meeting within specified timelines; file all related documents in a timely manner

Assist the management team regarding documentation of critical incidents as needed

Attend all appropriate state, and/or local meetings/trainings related to IEP development, coordination, transition planning, and/or state testing administration as required

Maintain positive and professional working relationships with all local school system representatives and demonstrate knowledge of all educational interventions, resources, and special programming, and provide accurate updates of this information to the local school systems’ representatives

Maintain students’ files, related to the IEP and IEP related documents, in inspection-ready condition at all times in order for The Foundation Schools to remain in compliance in all areas according to federal, state and district regulations

Provide the Clinical Director(s) and Education Director(s) with feedback regarding teachers and therapists performance in IEP related meetings

Demonstrate knowledge of current special education regulations and guidelines, and identify changes to those regulations; communicate to the Education Director(s) and Principal those changes to ensure that The Foundation Schools’ policies and procedures align with current regulations

Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and ensure the students’ IEPs reflect the individual needs to each student

Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the 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

Actively participate in committees, meetings, supervision, and professional development activities

Consistently model and implement the organization’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

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

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

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

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

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

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

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

 

Program Assistants manage students’ behavior, ensure students’ safety through the implementation of the behavior management system, school rules, and The Foundation Schools’ policies and procedures, and reinforce positive behaviors.  Program Assistants support the academic program by working under the direction of the classroom teacher to implement lesson plans and meet IEP goals. Program Assistants are responsible for the completion of behavioral documentation within assigned deadlines.  Program Assistants also provide staff assistance and program support through participation in meetings, committees, and special activities.

Education, Experience and Certification

  • High school diploma, G.E.D. or equivalent is required
  • Related course work, Associates or Bachelor’s degree is preferred
  • Minimum of one year of successful experience in special education, a psychiatric setting or other similar setting for children and adolescents is required
  • Bilingual (Spanish/English) abilities are a plus
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

Basic Job Requirements

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

Physical, Interpersonal and Cognitive Requirements

  • Utilize basic office equipment such as computer, 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 dress, attendance and timeliness
  • Demonstrate effective time management and organization skills
  • Prioritize & 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

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

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

Main Office - Rockville, MD

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