Kennedy Krieger Institute

  • SPECIAL EDUCATION TEACHER I (FAIRMOUNT - LOWER/MIDDLE)

    Job Locations US-MD-Baltimore
    Department
    Special Education - Lower/Middle School
    ID
    3949
    Pos. Category
    Special Education
    Job Location : Street
    1750 E. Fairmount Avenue
    # of Hours
    40
  • Overview

    JOB ID:  3949

     

    Kennedy Krieger School: K-8 provides staff a challenging student-centered work place. We are grounded in collaboration and excellence leading to continuous learning and improvement. The school has a working environment perfect for individuals who want to hone their skills. Professional development is routinely provided through hands-on, team based, and directly applicable approaches. All efforts are focused on providing the best service possible for our students. The school has layers of support for teachers as they refine their classroom management and instruction skills. Administration, curriculum staff, and behavior staff are all invested in teacher success! Kennedy Krieger School Programs offers tuition reimbursement/advancement to support the continued learning of our teachers. We serve a wonderful and complex group of students with a wide range of disabilities (including autism, multiple disabilities, specific learning disabilities, etc.) and academic levels. Teachers, who enjoy problem solving as a team, are a great fit in our engaging, fast-paced, and fun environment. Through multi-disciplinary collaboration, we look at our programming through many different lenses to develop a program that students will meet with success and growth. If you are interested in growing professional skills and working collaboratively to develop effective student programming, come and explore teaching opportunities at Kennedy Krieger’s K-8 program.

     

    Responsibilities

    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.

    Qualifications

    EDUCATION:

    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 I requires Bachelors Degree in Special Education or appropriate content area.
    • Special Education Teacher II requires Masters Degree in Special Education or appropriate content area.
    • Special Education Teacher III requires Masters Degree in Special Education or appropriate content area, plus 30 additional academic credits.
    • Special Education Teacher IV requires Masters Degree in Special Education or appropriate content area, plus 60 or more additional academic credits (and may include PhD/EdD).

     

    EXPERIENCE:

    Previous teaching experience is preferred, but not required.

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