The Education Director is responsible for the supervision of the instructional program and instructional staff.  The Education Director ensures age-appropriate curriculum is developed and implemented through coordination of the Individualized Education Program, the mastery learning model and individual classroom planning. The Education Director acts as the liaison with all local school systems to manage and monitor students’ academic and behavioral goals and progress.  They work with other members of the management team to assist the Principal in the planning and development of the full school program.  The Education Director is responsible for the selection, placement, development and supervision of the classroom Teachers, Diagnostic Prescriptive Teachers and other support staff as assigned. This a 12-month position.

Education, Experience and Certification Requirements

• Master’s degree or higher in special education or related field is required
• MSDE Advanced Professional certification or eligibility for MSDE Advanced Professional certification in special education or administration
• Five or more years of experience in an education setting, preferably working with students with emotional disabilities is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities
• Supervisory experience preferred
• Knowledge of curriculum and curriculum adaptations for students with disabilities
• Bilingual (Spanish/English) abilities are a plus

Diagnostic Prescriptive Teachers (DP) interpret students’ testing, assessment data, education records, and IEPs, and use the data to assist teachers in implementing differential instructional strategies and accommodations.  DP Teachers manage all aspects of state assessments, school based assessments, and educational testing as requested by the IEP team.

Diagnostic Prescriptive Teachers at The Foundation Schools:

• Implement the testing and assessment program
• Formulate and recommend educational objectives and prescriptive methods and strategies for students
• Coordinate state mandated assessment programs as well as formal and informal educational screening and achievement tests as needed
• Work with the Education Directors and the IEP Compliance Coordinator to develop and implement appropriate IEPs for students
• Work with the Education Director to ensure that all classroom teachers implement the principles and procedures of Mastery Learning with skill and confidence

Requirements:

• A minimum of a Master’s Degree in Education, Special Education, or a related field
•  Appropriate courses in testing and assessment
• Three to five years of successful teaching experience working with students with emotional and other disabilities in a special education setting
• Experience specific to testing and assessment of students
• Maryland Professional certification in Special Education  or immediate eligibility for Special Education certification required
• Demonstrated knowledge of IDEA and its specific applications to educating students with emotional disabilities and other disabilities

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
• 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
• 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

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

Education, Experience and Certification Requirements:

• Master’s degree or higher in special education or related field is required
• MSDE Advanced Professional certification or eligibility for MSDE Advanced Professional certification in special education or administration
• Five or more years of experience in an education setting, preferably working with students with emotional disabilities is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities
• Supervisory experience preferred
• Knowledge of curriculum and curriculum adaptations for students with disabilities
• Bilingual (Spanish/English) abilities are a plus

Key Job Functions:

• Establish expectations for teachers on standards for classroom structure, instructional lessons, and classroom management; supervise, coach, and counsel teachers on performance expectations
• Ensure teachers utilize a variety of instructional methods, adapt the curriculum to meet individual needs and ensure IEP accommodations are provided
• Ensure that all teachers have access to the curriculum and IEPs, and ensure that teachers are able to demonstrate how to access the curriculum and IEPs at all times
• Monitor the writing and implementation of lesson and/or unit plans
• Conduct regularly scheduled department meetings, supervision sessions, and instruction based professional development for the instructional staff to enhance their effectiveness in the program; report to management team areas of concern
• Monitor and supervise the diagnostic prescriptive teacher(s) to ensure state mandated testing is implemented according to guidelines
• Update and maintain students’ transcripts or educational records with required information
• Update credit checklist for high school students at enrollment and upon course completion to ensure credit requirements are met and tracked appropriately, create and distribute schedules for new students
• Review student files to ensure documents, such as report cards, interims, and transcripts, are appropriately completed and filed
• Supervise the IEP Coordinator on all aspects of the IEP process (IEP development, meetings, trainings, documentation, etc.)
• Demonstrate an understanding of LEA course sequence to ensure proper scheduling for students
• Ensure teachers are effectively communicating with parents/guardians about students’ academic and behavior progress and reporting other issues as needed
• Oversee the media center and collaborate with the librarian to ensure appropriate materials and equipment are available to promote the effective use of the library by teachers and students; ensure the library inventory meets COMAR regulations
• Order and maintain an accurate inventory of appropriate equipment and classroom instructional materials, both print and non-print, which adhere to COMAR regulations; recommend instructional materials, and educational software appropriate for use in the special education environment
• Provide direction to staff during crisis and non-crisis situations to assist staff with improving behavior management skills and decision making skills; manage the need for additional staff in crisis situations and direct staff back to other duties when appropriate; facilitate debriefing sessions with staff to review incidents and identify people responsible for completing required documentation
• Follow suspension determination protocol and notify the appropriate staff of suspension determination
• Implement and ensure staff uses the points and/or levels systems consistently; provide regular feedback, counseling and coaching to staff on their execution of the systems
• Conduct and maintain documentation on observations of assigned staff to evaluate staff’s knowledge, skills, and abilities, and to monitor program quality; meet with staff to discuss observations and develop performance improvement plans as necessary
• Demonstrate knowledge of current special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
• Participate and contribute to the management team by actively participating in management meetings, sharing information, and observations to improve school programing
• Work with other members of the management team and school staff, to determine the student and/or program needs and adjust interventions and practices, to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
• Contribute to the development, implementation, and monitoring of the school’s annual goals.
• Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for teachers and other assigned support staff; complete performance evaluations and individual goal creation for assigned staff

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
• Minimum of one year of successful experience in special education, a psychiatric setting or other similar setting for children and adolescents is required
• Bilingual (Spanish/English) abilities are a plus

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 disruption

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 required

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

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

Education, Experience and Certification Qualifications

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

Education, Experience and Certification Requirements:

• Master’s degree in special education, behavior analysis or other related fields is required
•  BCBA certification required
• Current Maryland Behavior Analyst License
• Two or more years of successful behavioral experience working with children on the autism spectrum and experience working in a school setting is preferred
• Knowledge of DSM and IDEA and their specific applications to educating students with autism spectrum disorders and other disabilities preferred
• Supervisory experience preferred
• Bilingual (Spanish/English) abilities are a plus

Key Job Functions:

• Employ behavioral strategies and techniques to provide appropriate behavioral interventions to encourage students to be school ready
• Ensure 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
• Conduct student functional behavioral assessments (FBAs)
• 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
• Provide behavioral supervision to assigned staff to help the staff understand the students’ social, emotional, and academic profile; collaborate with these staff to develop and implement specialized interventions and incentive plans as needed
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
• Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for assigned support staff; complete performance evaluations and individual goal creation and reviews for assigned staff
• Provide staff training on behavior management procedures and program processes; maintain BCBA certifications and conduct regularly scheduled training to ensure all staff have tools to assist students in displaying appropriate behaviors and to obtain or maintain their certifications
• 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
• Ensure the expectations for learning and standards for classroom participation and behavior are followed; effectively manage student behavior through implementation of positive behavioral 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 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
• Develop treatment plans to address behaviors, communication and social skills deficits