Special Education Teacher (Powder Mill Campus, Beltsville, MD)

Kennedy Krieger Institute•Beltsville, MD

3d•$70,918 - $142,482•Onsite

About The Position

The Special Education Teacher teaches a varied population of students in a full-day, non-public setting. The teacher implements each student’s IEP, adapting instruction to students’ differing academic, medical, developmental, and technological needs, and follows the curriculum identified by MSDE. The teacher supports the Kennedy Krieger Institute mission by helping students achieve their potential and participate as fully as possible in family, school, and community life while striving to provide safe, effective, high-quality care. The Powder Mill campus in Beltsville, Maryland, serves students in grades 2–8 who are working toward a high school diploma and students ages 7–21 who are seeking a certificate of completion. The teacher maintains an orderly, learning-focused classroom; collaborates with families, classroom staff, student team members, and IEP teams; communicates effectively; and plans and delivers instruction based on student needs, data, IEP goals, curriculum, and state standards. The role also includes participation in school committees and special projects, and mentorship of colleagues as appropriate. The position offers a hiring incentive of $5,000 and student debt relief is available for teacher positions. The listed annual pay range is $70,918–$142,482.

Requirements

Eligibility for an MSDE Special Education Certificate in Infant–Grade 3, Grades 1–8, or Grades 6–Adult, based on the teacher’s assignment.
A Special Education Teacher I must have a bachelor’s degree in Special Education or an appropriate content area.
A Special Education Teacher II must have a master’s degree in Special Education or an appropriate content area.
A Special Education Teacher III must have a master’s degree in Special Education or an appropriate content area, plus 30 additional academic credits.
A Special Education Teacher IV must have a master’s degree in Special Education or an appropriate content area, plus 60 or more additional academic credits; a PhD or EdD may be included.
If the teacher holds a Maryland Conditional Certificate in Special Education, they must complete all requirements on the MSDE evaluation for a Professional Special Education Certificate.
Achieve and maintain PCM certification at the Practitioner level or higher within the timeline established by departmental policy.

Nice To Haves

Previous teaching experience is preferred but not required.

Responsibilities

Maintain an orderly classroom environment conducive to learning, with clear materials and routines that support effective management of students and classroom staff.
Collaborate with parents and guardians to involve them in student learning; coordinate with classroom staff, student team members, and IEP team members; and participate in the professional learning community.
Communicate effectively with students, staff, parents, and guardians, including through meetings and in-services, with consideration for students’ disability-based needs.
Provide clear expectations and specific feedback using concise, professional written and spoken communication.
Use appropriate special education practices and strategies to develop engaging lesson plans and solve instructional challenges creatively, including through technology suited to the content area and students’ prior knowledge.
Use comprehensive formative and summative data collection to inform instruction.
Recognize student strengths and needs, provide appropriate accommodations and learning opportunities, and use verbal and non-verbal praise while maintaining clear and appropriately high expectations.
Plan using IEP goals and formal and informal assessment data, selecting special education strategies and modalities that match student needs.
Develop measurable short- and long-term plans aligned with content, curriculum, and state standards, incorporating technology and multidisciplinary input.
Participate in school-based committees and special projects, and provide mentorship to colleagues as appropriate.
Complete department-provided PCM training and achieve and maintain certification at the Practitioner level or higher within the departmental policy timeline.