High School Special Education Teacher

Job Details

Job Location

The Childrens Guild Brooklyn Campus - Baltimore, MD

Position Type

Full Time

Education Level

4 Year Degree

Salary Range

$52,750.00 - $100,863.00 Salary / year

Job Category

Education

Description

Summary

The Children's Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services.

Affiliates of The Children's Guild Alliance include The Children's Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children's Guild DC Public Charter School, Transformation Education Institute, and The National Children's Guild Fund.

We are among the most experienced child-serving organizations in the Greater Baltimore / Washington region and are currently expanding in national and international programs.

Each year, the agency's continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve, excel and succeed.

We operate public charter and contract schools; special education schools; preschool; apprenticeships, and pre-career programs;

therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

The Childrens Guild is seeking an experienced High School Special Education Teacher to plan and carry out a therapeutically designed program to meet the academic and social / emotional needs of students in the content areas of Science.

The teacher plans and prepares daily lessons for students that are differentiated. The teacher is responsible for instruction, classroom management, and maintaining classroom-based instructional data.

The special education teacher develops and implements IEPs annually, tracks progress on IEP goals, and provides accommodations and modifications in accordance with each students IEP.

Essential Duties and Responsibilities

Below are a list of essential job duties and responsibilities :

• Lesson plans are developed and implemented to address the students learning deficits to include accommodations / modifications that are submitted to a supervisor weekly for review.
• Utilize a variety of instructional strategies and approaches to differentiate materials and reach all learners.
• Utilize data driven practices through the use of formative and summative assessments to adjust instruction.
• Follow the school schedule for delivery of instructional services.
• Conduct classroom meetings at least weekly using the team primacy model.
• Follow state and local curriculum and instructional standards.
• Participate in school-based meetings and committees.
• Update the online grade book for students at least weekly.
• Record attendance daily in the online student management system.
• Complete annual educational assessments for students and use the data to write their annual individualized education programs (IEPs).
• Meet required due dates for IEP documentation including the development of the IEP, quarterly progress reports, eligibility data, etc.
• Participate in annual reviews, eligibility meetings, 30 / 45 day reviews, and other requested IEP meetings.
• Classroom behaviors are addressed using a multi-tiered approach including PBIS, restorative practices, zones of regulations, and the use of multi-sensory de-escalation rooms.
• Utilize a learning management system and other technology based instructional resources to assist with delivering instruction and assignments.
• Communicate with parents regularly via phone, email, and in-person meetings.
• Participate in weekly professional development during Teacher Tuesday from 4 : 00pm to 5 : 00pm, during half days on Wednesdays, and throughout the year on in-service days.
• Collaborate with other grade level or content teachers in professional learning communities.
• Participate in on-going supervision through coaching cycles, informal walkthroughs, and the formal observation cycle.
• Manage classroom behaviors using positive behavior interventions and supports.
• Assume other duties as assigned.

Qualifications

Education and / or Experience

This position requires a Bachelors degree or Masters degree preferably in Special Education or a related field from an accredited college or university.

A minimum of two years of teaching experience is highly preferred. Experience in developing and implementing the IEP using assessment data is also preferred.

The high school special education teacher does not require certification in the content area, but is expected to have knowledge of the content taught.

Certificates, Licenses, Registrations

The individual must hold a valid teaching certification for the subject area or be eligible for certification by the Maryland State Department of Education in Special Education.

Certified in or be eligible for certification in crisis management.

Certified in or be eligible for certification in CPR / First Aid.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms;

climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and / or move more than 50 pounds.

Specific vision abilities required by this job include ability to adjust focus.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families / caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.