**Student Debt Relief Available for Teacher positions and $5,000 Hiring Incentive **

*Seeking a certified Special Educator (elementary age) who has worked with students with autism.  This educator will work with students on basic readiness skills, life skills, academics, functional communication, and social skills in the community.

The Special Education Teacher 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.  

Additionally, the Teacher demonstrates understanding of and commitment to the KKI mission, helping students achieve their potential and participate as fully as possible in family, school and community life while striving to excel in providing safe and effective care of the highest quality.

*Certified elementary special educator who has worked with students with autism who will work with them on basic readiness skills, life skills, academics, functional communication, and social skills in the community.

At the Lifeskills and Education for Students with Autism and Pervasive Behavioral Challenges (LEAP) Program, our mission is to ensure each of our students gains the independence and skills necessary to fully participate in school, community, workplace, and home life.

Our specialized autism program is a nonpublic special education day program approved by the Maryland State Department of Education.

We offer a range of educational and therapeutic services for students with complex academic, communication, social, and behavioral needs. Our program emphasizes the development of lifelong skills through an active approach to learning, including participation in community and work-based learning opportunities that allow them to apply skills outside of the classroom.

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.

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.

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.

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.

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.

Supplemental Duties

Participate in school-based committees, on special projects and provide mentorship to colleagues as appropriate.

• Individual must have knowledge of or be willing to learn instructional design, subject material, teaching and learning strategies and a desire to maintain a professional skill level that is in line with current theories and practices. 
• Individual must demonstrate competence across all school age groups due to the diversity of the children served by KKI.

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).

Previous teaching experience is preferred, but not required.

PCM training will be provided by department.  Employee must achieve and maintain certification at the “Practitioner” level (or higher) according to the timeline established within the departmental policy.