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

Education, Experience and Certification Requirements:

  • High school diploma, G.E.D., or equivalent is required
  • Related course work, Associates or Bachelor’s degree is preferred
  • Two or more years’ experience in special education, a psychiatric setting or other similar setting for children and adolescents is required
  • Training in TACT 2, Life Space Crisis Intervention, or similar crisis intervention program is preferred
  • Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS:

  • Actively manage the hallways during arrival, transition, and dismissal and ensure staff are at assigned posts
  • Maintain required electronic and paper documentation regarding intensive behavior interventions, including but not limited to, mediations, bus incidents, critical incidents, bullying reports, and behavior intervention referrals
  • Actively engage with students and staff to identify potential conflicts or students who are in need of additional support; facilitate or participate in mediations, reentry meetings, and parent meetings
  • Monitor and provide support, both inside and outside of the classrooms, for students who have been identified as needing additional behavior interventions
  • Provide situational training and guidance to staff on correct utilization of verbal and physical behavior interventions to help increase their behavior intervention skill levels
  • Consistently and appropriately utilize and model TACT 2 verbal de-escalation and approved physical restraint techniques, Life Space Crisis Intervention (if trained), and behavior management strategies; provide staff training on behavior management procedures and program processes
  • 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; facilitates debriefing sessions with staff to review incidents and identify staff member responsible for completing required documentation
  • Reinforce the expectations for learning and standards for classroom participation and behavior; effectively manage student behavior through implementation of positive behavior management systems, school rules, policies and procedures, and model appropriate behavior for students during the school day; assist students with using strategies to decrease and avoid inappropriate behaviors
  • 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 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
  • 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
  • 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 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 Requirements:

  • 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

 

 

 

 

Education, Experience and Certification Requirements:

  • 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

Education, Experience and Certification Requirements:

  • 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
  • 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

QUALIFICATIONS

Education, Experience and Certification

  • Bachelor’s Degree in Marketing, Communications or other related field is preferred
  • Two years or more years of administrative experience required
  • Experience in project management, fundraising, marketing or public relations preferred
  • Excellent written and verbal communication skills with attention to detail and follow-through
  • Experience working with a variety of social media and fundraising platforms
  • Experience researching, writing and editing grants preferred

KEY JOB FUNCTIONS        

  • Participate in the development of departmental strategy for cultivation of annual fund donors and corporate support and actively participate in reaching departmental goals
  • Assist the Director of Communications and Development with all aspects of donor cultivation
  • Ensure timely and accurate processing of all gifts and acknowledgement letters and other donor communications; maintain a calendar for donor communications
  • Produce gift reports on a regular basis and reconcile with the Finance Department records quarterly
  • Coordinate online giving campaigns
  • Research foundations, corporations, and government funding opportunities; maintain an accurate list of grant prospects
  • Assist with the coordination of grant proposals and report submissions; collect data needed for grant proposals and reports
  • Manage grant records and foundation contacts in the department database and filing system
  • Provide assistance with planning, promoting, and coordinating fundraising events; communicate with vendors, donors, and other contacts as requested by the Director
  • Manage and maintain accurate records and event-related documents including participant notification and follow-up, hospitality and onsite management; coordinate all data entry related to events
  • Demonstrates leadership by planning, preparing and leading small events as assigned; represent the organization at community events as assigned
  • Process the development office mailings including the annual report, newsletters, and other publications; coordinate mailing lists for department print mailings and emails
  • Participate in creation, planning, content, and marketing strategy for publications
  • Assist the Director as a liaison to print vendors, graphic designers, and other consultants for additional publications as needed
  • Assist the Director to ensure website and social media content is up-to-date, relevant, timely, and accurate; manage the organization’s presence on social media
  • Assist in gathering statistical data and outcomes with other designated staff to ensure accurate and timely dissemination of information to various internal and external stakeholders
  • Represent The Foundation Schools at off-site fundraising events, school activities, and development related trainings
  • Attend, actively participate, and keep accurate records of all Development and Benefit Committee meetings
  • Consistently model and implement the company’s core values to incorporate Teamwork, Work Ethic, Integrity, Respect and Leadership into positive behaviors while at work
  • Comply with all Foundation Schools’ policies, rules, protocols and procedures
  • Complete other duties as assigned
The Foundation School of Montgomery County - Gaithersburg, MD

Education, Experience and Certification Requirements:

  • 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

 

 

 

 

Education, Experience and Certification Requirements:

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

Key Job Functions:

  • Shadow assigned student throughout the school day, monitor activities, and document progress; maintain required electronic and paper documentation regarding student’s behaviors and academic progress
  • Help assigned student decrease and avoid inappropriate behaviors through use of effective behavior management techniques
  • Display awareness of student’s diagnoses and academic achievements; adapt behavior accordingly to help meet the requirements of the student’s IEP
  • Help assigned student with both individual and group classroom assignments; assist teacher with implementing lesson plans and actively encourage assigned student’s participation and interaction; assist with academic accommodations and modifications for their assigned student
  • Demonstrate basic knowledge of all academic subjects and the ability to assist students with classwork
  • Demonstrate clear and professional boundaries with all students
  • Reinforce the expectations for learning and standards for classroom participation and behavior; encourage students’ ownership and contribution to the classroom; adapt strategies to help students remain in the classroom
  • Provide feedback to teacher, school leaders, and other team members to help determine students’ needs, and adjust behaviors and practices to accommodate those needs
  • Assist with students’ transition between classrooms, during lunch periods and during students’ arrivals and departures
  • 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 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
  • 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:

  • 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

Education, Experience and Certification Requirements:

  • 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 preferred
  • MSDE School Social Worker certification or eligibility for MSDE School Social Worker certification (LMSW or LCSW-C only)
  • Three or more years of successful clinical experience working with children and/or adolescents 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
  • Assess the need for emergency petitions; ensure procedures are followed and documentation is completed accurately
  • 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
  • Maintain a safe and therapeutic area that is conducive to counseling
  • 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
  • Monitor students’ attendance and truancy; develop incentive plans to address issues as needed; assess the need for and make appropriate referrals to the Links program
  • 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 student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day
  • Work with other therapists, teachers, 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 Foundation Learning Center, Landover, MD

Education, Experience and Certification Requirements:

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

Key Job Functions:

  • Shadow assigned student throughout the school day, monitor activities, and document progress; maintain required electronic and paper documentation regarding student’s behaviors and academic progress
  • Help assigned student decrease and avoid inappropriate behaviors through use of effective behavior management techniques
  • Display awareness of student’s diagnoses and academic achievements; adapt behavior accordingly to help meet the requirements of the student’s IEP
  • Help assigned student with both individual and group classroom assignments; assist teacher with implementing lesson plans and actively encourage assigned student’s participation and interaction; assist with academic accommodations and modifications for their assigned student
  • Demonstrate basic knowledge of all academic subjects and the ability to assist students with classwork
  • Demonstrate clear and professional boundaries with all students
  • Reinforce the expectations for learning and standards for classroom participation and behavior; encourage students’ ownership and contribution to the classroom; adapt strategies to help students remain in the classroom
  • Provide feedback to teacher, school leaders, and other team members to help determine students’ needs, and adjust behaviors and practices to accommodate those needs
  • Assist with students’ transition between classrooms, during lunch periods and during students’ arrivals and departures
  • 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 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
  • 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