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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
    • Elementary  School teachers require certification in Generic Special Education, grades 1-8 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 Foundation School of Montgomery County - Gaithersburg, MD

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

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

Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. Teachers effectively manage student behavior through implementation of behavior management systems, school rules and policies.

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

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

Job Duties:

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

Education, Experience and Certification Requirements:

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

Physical, Interpersonal and Cognitive Requirements:

  • Utilize basic office equipment such as computer, telephone, fax, copier, etc.
  • Complete reports and data input while using a variety of computer programs
  • Move and carry supplies; light lifting, non-repetitive
  • Maintain a professional demeanor and relationship with students, colleagues, families and community partners
  • Work positively and collaboratively with others
  • Maintain a professional work ethic and meet the standards of professionalism including appropriate dress, attendance and timeliness
  • Demonstrate effective time management and organization skills
  • Prioritize & plan work activities
  • Use time and resources efficiently, set realistic action plans and goals
  • Speak clearly and be understood by others
  • Read and express thoughts in a written format
  • Possess and demonstrate a high level of mental and emotional balance
  • Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
  • Work with minimum supervision and meet deadlines
  • Physically restrain or assist in student restraints
  • Possess sufficient mobility to provide instruction and manage student behaviors

 

JOB DESCRIPTION SUMMARY:

Dedicated Aides manage designated student(s) behavior and ensure student(s) safety through the implementation of the behavior modification system, school rules and The Foundation Schools’ policies. Dedicated Aides support the academic program by working under the direction of the classroom teacher to implement lesson plans and IEP goals. Dedicated Aides assist in the development and dissemination of special plans to help student(s) remain in class and resolve conflicts. Dedicated Aides also provide staff assistance and program support through participation in meetings, committees and special activities.

Education, Experience and Certification:

Dedicated Aides must possess a High School Diploma, G.E.D., or equivalent. Additional related coursework, Bachelor’s Degree or experience in special education, a psychiatric setting or other appropriately similar setting for children and adolescents is preferred.

Physical, Interpersonal and Cognitive Skills:

Dedicated Aides must be able to speak clearly and be easily understood by others. They must be able to read and express thoughts in a written format. Dedicated Aides must possess sufficient mobility to stand for long periods of time to assist in providing instruction and student supervision, move and carry supplies (light lifting, non-repetitive), and to restrain or assist in restraining students when necessary according to provided training techniques. Dedicated Aides must be able to type and/or write reports and other paperwork. Dedicated Aides must possess a high level of mental and emotional balance and be able to respond quickly and tactfully to crisis situations. Dedicated Aides must be able to quickly and easily shift job priorities and must possess sensitivity and a professional attitude when dealing with students, families, community representatives and co-workers.

JOB RESPONSIBILITIES:

1. Demonstrates commitment to student(s) and their learning.  Works as a designated member of the student(s) interdisciplinary team.
2. Supports the academic program as appropriate within the classroom and school program.  Demonstrates an understanding of the principles of Mastery Learning.
3. Demonstrates an understanding of the basic academic and clinical issues regarding the student(s) assigned.
4. Demonstrates an ability to establish a therapeutic alliance with the student(s) assigned. 
5. Develops, identifies and implements strategies to support assigned student(s) academic, social and emotional success in the classroom.
6.  Maintains appropriate professional boundaries as defined by The Foundation Schools policies and Ethics Statement.
7. Demonstrates knowledge of basic behavior management principles.
8. Demonstrates a high degree of professionalism and adheres to protocols.
9. Demonstrates an ability to communicate effectively with colleagues.
10. Maintains electronic record of student(s) Dedicated Aide related service.
11.  Demonstrates a commitment to continuous professional development.  Actively participates in The Foundation Schools staff professional development activities.
12.  Completes other duties as assigned.
Main Office - Rockville, MD

No Openings.