Understanding and experience using the principles of Applied Behavior Analysis
Knowledge of IDEA and its specific applications to educating students with special education needs, autism spectrum disorders and other disabilities as well as students who demonstrate social emotional difficulties
Supervisory experience preferred
Knowledge of curriculum and curriculum adaptations for students with disabilities
Bilingual (Spanish/English) abilities are a plus
KEY JOB FUNCTIONS
Monitor the daily functions of the entire program and all staff
Assist with overall program development and supervision
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
Conduct regularly scheduled program meetings, supervision sessions, and instruction based professional development for staff to enhance their effectiveness in the program; report to management team areas of concern
Review student files to ensure documents that are required according to Foundation School policy and state and district regulations are appropriately completed and filed (IEP, Clinical and behavioral related documents)
Conduct IEP Meetings
Ensure teachers are effectively communicating with parents/guardians about students’ academic and behavior progress and reporting other issues as needed
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
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
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
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
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
OTHER STORIES
Our students are transitioning to their next steps while navigating the challenges the pandemic has created for post-graduation life. Although their emotional disabilities can put them at a disadvantage when entering the competitive workforce, we know with support they can accomplish great things. Help us pave the way forward by being a contributor to the […]
Promoting Children’s Mental Health this May
During the pandemic, 55% of children felt sad, depressed, or unhappy. To let them know you care you can become a champion for mental health by participating alongside The Foundation Schools and the Maryland campaign Children’s Mental Health Matters! For over 20 years, the Maryland Health Association and Maryland Coalition of Families have partnered with […]
Incentivizing our Students
Maintaining good grades can be a challenge for students struggling with an emotional disability, financial insecurity, and other obstacles that create barriers to their success. Distance learning impacted our students’ ability to re-engage and focus in the classroom. Luckily, our PBIS system is here to help! Positive behavior interventions and supports is a multi-tiered framework […]
Why Autism Acceptance Month Matters
According to the Autistic Self Advocacy Network, acceptance is an action. And the Autism Society of America says “While we will always work to spread awareness, words matter as we strive for autistic individuals to live fully in all areas of life. As many individuals and families affected by autism know, acceptance is often one […]