JOB ID: 3380
this staff member will teach a varied population of students in a full day non-public setting. The Teacher implements the program as outlined in the IEP of each student, adapting instruction to differing academic, medical, developmental, and technological needs of the students and adheres to the curriculum as identified by MSDE.
_ certified transition special educator who has worked with students with autism and will prepare them for careers or postsecondary education highly desired; will teach Career Exploration and Career and College Readiness Development (CCRD)_
1. Classroom Management
Maintain a classroom environment that is conducive to learning and orderly. The classroom should have materials and routines that are clear and present; allowing classroom staff and students to be managed effectively.
1. Collaboration
Collaborate with parents and guardians to involve them in the student learning process. Ensure collaboration of classroom staff, student team members and I.E.P. team members and participate in the professional learning community.
1. Communication
Communicate effectively with students and staff members including facilitation of and participation in meetings and in-services; this should be done with consideration for disability based needs of each student. Communicate effectively with classroom staff members, parents and guardians while providing clear expectations and specific feedback using clear, concise and professional written and spoken language.
1. Instruction and Knowledge of Students
Demonstrate knowledge of instruction by using appropriate special education best practices and strategies for instruction that include effective and engaging lesson plans with innovative and creative problem solving with the use of technology based on the content area and prior knowledge of the student. Utilize data to inform instruction by implementing comprehensive formative and summative data collection systems. Demonstrate knowledge of student strengths and needs using effective teacher behaviors that provide the student with appropriate accommodations and an opportunity to learn, while providing verbal and non-verbal praise that maintains clear and appropriately high expectations to achieve goals.
1. Planning, Preparation and Knowledge of Students
While planning, utilize data from I.E.P. goals, and informal and formal assessments that demonstrates knowledge of students by;incorporating, multiple special education strategies and modalities that match the needs of the students. Demonstrate characteristics of effective planning by developing measurable short and long-term plans that align with content, curriculum, and state standards, incorporating technology and multidisciplinary input.
1. Supplemental Duties
Participate in school-based committees, on special projects and provide mentorship to colleagues as appropriate.
Eligibility for MSDE Special Education Certificate in Infant-Grade 3, Grades 1-8, or 6-Adult, based on the teacher?s assignment, required. If a teacher holds a Maryland Conditional Certificate in Special Education, the teacher must complete all requirements posed on the MSDE evaluation for a Professional Special Education Certificate.
+ Special Education Teacher Irequires Bachelors Degree in Special Education or appropriate content area.
+ Special Education Teacher IIrequires Masters Degree in Special Education or appropriate content area.
+ Special Education Teacher IIIrequires Masters Degree in Special Education or appropriate content area, plus 30 additional academic credits.
+ Special Education Teacher IVrequires Masters Degree in Special Education or appropriate content area, plus 60 or more additional academic credits (and may include PhD/EdD).
Previous teaching experience is preferred, but not required.
Department _Special Education - Central High School_
ID _3380_
Pos. Category _Hidden (2918)_
Job Location : Street _200 Cabin Branch Road_
\# of Hours _40_
Equal Opportunity Provider & Employer M/F/Disability/ProtectedVet

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