Middle School English Language​/Social Studies Teacher

MIDDLE SCHOOL ENGLISH LANGUAGE / SOCIAL STUDIES TEACHER

Join to apply for the MIDDLE SCHOOL ENGLISH LANGUAGE / SOCIAL STUDIES TEACHER role at Ghent University.

Job Summary

Teachers at The Foundation Schools employ special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self‑contained setting and must understand and carry out the students’ IEP requirements. Teachers provide differentiated instruction and can modify the curriculum to meet the needs of students’ IEPs.

Teachers manage student behavior through implementation of behavior management systems, school rules, policies, and procedures.

Description

Salary: $52,867–$85,282 per year
Employment:
Full-time
FLSA Status:
Exempt employee

• Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
• Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
• Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
• Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, to engage students and encourage participation; submit lesson plans within set guidelines
• Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles
• Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs
• Provide a safe, structured, creative, and engaging classroom that is conducive to learning
• Maintain an accurate classroom instructional inventory at all times
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Grade students’ work, document in grade books, and complete grades within deadlines
• Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
• Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Effectively manage and document student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de‑escalation skills to manage student behaviors; utilize the behavior continuum to use or consider the least restrictive behavioral interventions; consistently…