Job Openings

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

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

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

The Foundation School - Largo, MD

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

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

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

The ideal candidate will have:

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

 

Education, Experience and Certification

  • 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
  • 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 while at school
  • Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
  • Complete other duties as assigned

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:

  • 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
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
The Foundation Learning Center, Landover, MD

Experience and Certification Requirements:

  • Bachelor’s degree required
  • Minimum of one year of successful experience and formal training in special education or other similar setting for children and adolescents with autism spectrum disorders required
  • Bilingual (Spanish/English abilities a plus

Key Job Functions:

  • Assist with students throughout the school day in both the classrooms and hallways, and maintain required electronic and paper documentation regarding students’ behaviors and activities within assigned deadlines
  • Assist teacher with the implementation of both individual and group classroom assignments, lesson plans, and the administration of tests and examinations; take direction from the teacher regarding delegated tasks
  • Demonstrate basic knowledge of academic subjects and the ability to assist students with classwork; provide coverage and carryout lesson plans for teacher during absences or when they need to be away from the classroom during the school day
  • Reinforce expectations for learning and set classroom structure to encourage student participation and appropriate behavior
  • Help to promote a safe, structured, creative, and engaging learning environment; assist with preparation of classroom materials, distribution of books and supplies, and other basic clerical duties
  • Assist with students’ transition between classrooms, during lunch periods, during students’ arrivals and departures or other unstructured times
  • Demonstrate clear and professional boundaries with all students
  • 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
  • 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 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(s)
  • Two or more years of experience in a special education setting or experience working with children with autism is preferred
  • Understanding and experience using the principles of Applied Behavior Analysis 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