P.E. Special Education Teacher - Villa Maria School

Catholic Charities of Baltimore•Timonium, MD

1d•Onsite

About The Position

Catholic Charities of Baltimore, Villa Maria School is seeking a Special Education Teacher (Provisional, I OR II) to teach in a 12-month non-public special education setting, serving students with significant emotional, behavioral, and learning support needs. Within the assigned grade level and/or content area, the Special Education Teacher develops and implements instructional plans that support students’ educational progress and social-emotional development. The work schedule is Monday - Friday 8:30 AM - 4 PM. Villa Maria School is a 12 month program that provides educational and clinical services for children with significant emotional, behavioral, and learning challenges. We offer multiple programs serving students from kindergarten through 8th grade in small classrooms (up to nine students) who are experiencing emotional, behavioral and learning challenges such that their local school system refers them to VMS for placement.

Requirements

Bachelor’s degree.
Eligibility for Conditional Special Education licensure. (to be verified by Program Leadership).
Bachelor's degree in Special Education or related field.
Licensure in Special Education by the Maryland State Department of Education.
Master's degree in Special Education or related field.
Advanced Professional Licensure by the Maryland State Department of Education.
Bachelor's or Master’s degree in Special Education or Physical Education or related field.
Licensure in Special Education, Physical Education and Health by the Maryland State Department of Education.
Hold and maintain the required Maryland State Department of Education licensure as a condition of employment.
Therapeutic Crisis Intervention (TCI) training required within 45 days of hire.
Children and Residential Experiences (CARE) training required within six (6) months of hire.
CPR/First Aid certification required within 45 days of hire.
Knowledge of grade-level or content-area instruction, curriculum standards, and evidence-based special education practices, with the ability to design and deliver individualized instruction that supports academic, behavioral, and social-emotional progress.
Ability to develop, implement, and adjust accommodations, modifications, instructional strategies, and IEP supports to meet diverse student learning needs and promote meaningful progress toward identified goals.
Skill in assessing student performance, interpreting instructional and behavioral data, and maintaining accurate documentation for IEPs, progress reporting, incident reporting, and other required records to support compliance and informed decision-making.
Strong classroom management, therapeutic engagement, and behavioral intervention skills, including the ability to apply effective, least restrictive strategies that promote student regulation, safety, participation, and a structured learning environment.
Ability to collaborate effectively with administrators, educators, therapists, support staff, families, and caregivers to coordinate services, support consistent implementation of educational and treatment plans, and advance student outcomes.
Effective oral, written, electronic, and active listening skills needed to communicate clearly, document accurately, build trust with students and families, and contribute to productive team collaboration.
Proficiency with required computer systems, student information platforms, communication tools, and reporting software needed to perform essential job functions, maintain records, and complete documentation efficiently.
Ability to apply approved crisis prevention and intervention practices in a school setting and maintain required certification to support student and staff safety.

Responsibilities

Plans, delivers, and adapts trauma-informed special education instruction aligned with grade-level and content standards, each student’s IEP, treatment goals, and individual learning needs to support measurable academic, behavioral, and social-emotional progress.
Develops and implements curriculum-aligned lesson plans, instructional strategies, accommodations, and modifications that promote student engagement, address varied learning needs, and advance progress toward identified goals.
Assesses and monitors student performance through observation, instructional data, progress measures, and required documentation, using findings to adjust instruction, inform IEP decisions, and support continuous student growth.
Collaborates with administrators, families, caregivers, and multidisciplinary team members to develop, implement, review, and revise IEPs and treatment plans based on student strengths, needs, progress, and required timelines.
Maintains a safe, structured, inclusive, and therapeutic classroom environment by teaching and reinforcing expectations, applying TCI and CARE principles, using approved crisis prevention and intervention practices when needed, and supporting student regulation and engagement.
Maintains complete, accurate, and timely student records, including educational reports, IEP-related documentation, progress updates, parent or caregiver communication logs, incident reports, and other required records to support compliance, continuity of services, and informed decision-making.
Completes assigned supervisory, administrative, and program responsibilities, including monitoring students during non-classroom activities, supervising support staff as assigned, attending required meetings, supporting school initiatives, and using classroom resources in accordance with program expectations.
Protects the rights, privacy, safety, and well-being of students and families by maintaining confidentiality, following HIPAA, agency, infection control, risk management, and workplace safety requirements, and reporting privacy, exposure, safety, or environmental concerns promptly.
Contributes to continuous improvement by participating in professional collaboration, school-wide initiatives, training, and performance improvement activities that strengthen instructional quality, program effectiveness, and student outcomes.
Performs other duties as assigned.