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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, sex, sexual orientation, national origin, disability, marital status, genetics or any other characteristic protected by law. 

The Foundation School - Largo, 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 IDEA 2004 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
  • A MSDE certification or eligibility for MSDE certification
    • High School teachers require certification in Special Education or Content Area certification for Physical Education and Art Teachers. Content area certification is a plus for other subjects.
  • Two or more years of experience in a special education setting, preferably working with students with emotional disabilities is preferred
  • Knowledge of IDEA 2004 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

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 experience working with students with emotional disabilities and/or in a special education school setting and must be licensed to practice in Maryland.  The salary is commensurate with experience.

To be considered for this position please submit your resume to: resumes@foundationschools.org

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.

The Foundation Schools is seeking two Education Directors to work in our Largo, Maryland School; one for the high school program and one for the elementary/middle school program

The Education Director is responsible for the supervision of the instructional program and instructional staff.  The Education Director ensures age-appropriate curriculum is developed and implemented through coordination of the Individualized Education Program, the mastery learning model and individual classroom planning. The Education Director acts as the liaison with all local school systems to manage and monitor students’ academic and behavioral goals and progress.  They work with other members of the management team to assist the Principal in the planning and development of the full school program.  The Education Director is responsible for the selection, placement, development and supervision of the classroom Teachers, Diagnostic Prescriptive Teachers and other support staff as assigned.

Education, Experience and Certification

  • Master’s degree or higher in special education or related field is required
  • Eligibility for or a current MSDE Advanced Professional Certification in Special Education, for appropriate grade levels (elementary or secondary) required
  • MSDE Certification in Supervision and Administration preferred
  • A minimum of five (5) of successful teaching experience in a special education setting, at the appropriate grade level (elementary or secondary), required
  • Knowledge of IDEA 2004 and its specific applications to educating students with special education needs and emotional and other disabilities
  • Knowledge of curriculum and curriculum adaptations for students with disabilities
  • Supervisory experience preferred
  • Bilingual (Spanish/English) abilities are a plus

Education, Experience and Certification Requirements

  • 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 teachers require certification in Generic Special Education, grades 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 IDEA 2004 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
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
    • Elementary  School teachers require certification in Generic Special Education, grades 1-88 or Infant – 3
  • Two or more years of experience in a special education setting, preferably working with students with emotional disabilities is preferred
  • Knowledge of IDEA 2004 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

The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students with emotional and other disabilities, social emotional and learning challenges, preparing them to be productive and successful in their future academic and career paths.  We are seeking a Physical Education Teacher for the 2017-2018 school year at our Gaithersburg campus.

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.  

The Foundation Schools offers a comprehensive benefit package including tuition assistance and a generous retirement package. Visit the Benefits section of  our website for more information.

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; model 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
  • MSDE certification or eligibility for MSDE certification in Physical Education PreK-12
  • Two or more years of experience in a special education setting, preferably working with students with emotional disabilities is preferred
  • Knowledge of IDEA 2004 and its specific applications to educating students with emotional  and other disabilities

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
  • A MSDE certification or eligibility for MSDE certification
    • Middle School teachers require certification in Generic Special Education, grades 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 IDEA 2004 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
Main Office - Rockville, MD

No Openings.