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High School Math Teacher

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


  • 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