Special Education Teacher


Baltimore Montessori Public Charter School

Plans, develops, implements, and monitors individualized education programs, provides appropriate specialized educational instruction and works closely with general educators to ensure continuity of services for meeting the specific needs of students with disabilities. Manages student behavior, assesses and evaluates student achievement, modifies instructional activities as required/needed, and diligently fulfills case management duties. This position also includes co-teaching in general education.

Essential Functions

  • Provides direct instructional services to students with disabilities based on their Individualized Education Program (IEP).
  • Assesses individual students with disabilities for the purpose of preparing and implementing individual educational programs.
  • Develops, adapts, modifies, and individualizes educational materials, resources, techniques, methods, and strategies to meet the needs of students with disabilities within the Montessori and CCSS curriculum framework.
  • Maintains appropriate records and documents the prescriptive progress of special education children in both the special and regular education programs based on established instructional objectives.
  • Assumes direct responsibility for the development of appropriate behavior of students within the school setting by establishing and maintaining effective discipline and management procedures.
  • Evaluates the academic and social progress of special education children on a continuous basis.
  • Serves as a member of the school IEP Team and diligently fulfills case management responsibilities.
  • Works with parents of special education children to ensure ongoing communication and instructional support system.
  • Coordinates instructional activities and collaborates with other professional staff both school and non school-based, as required to maximize learning opportunities.
  • Ensures classroom and/or instructional environment is well-prepared, attractive, healthful, safe, and conducive to learning and that materials are in good condition and accessible to students.
  • Supports or participates in school-wide student activities, committees, and events.
  • Monitors student behavior in non-instructional areas as assigned or required and intervenes to deescalate and modify disruptive behavior, reporting to administrator as appropriate.
  • Demonstrates competence in the subject fields pertinent to the instruction of students with disabilities.
  • Demonstrates the use of both traditional and innovative instructional methodologies in working with various sub-groups within the populations of students with disabilities.
  • Serves as a model for special education students in both written and oral English.
  • Demonstrates proficiency in effectively communicating and analyzing the special education program.
  • Participates in in-service training, staff development activities and staff meetings as required or assigned.
  • Performs and promotes all activities in compliance with equal employment and non-discrimination policies; follows federal laws, state laws, school board policies and the professional standards
  • Demonstrates a commitment to equity and implementing equitable practices within the school so all students, parents, and staff are respected and valued.

Desired Qualifications

  • Bachelors degree in special education in or eligible for a conditional certification in special education (bachelor’s degree in any content area and no previous conditional certificate held)
  • Bachelor’s degree from an accredited college or university
  • Valid standard professional teaching certificate in special education appropriate for grade level to be taught
  • Knowledge of federal laws protecting the educational services for students with disabilities
  • Knowledge of content, curriculum, methods, materials, and equipment of instructional specialty to which assigned
  • Knowledge of school’s Montessori program of studies related to assignments and mission, goals, and organization is preferred
  • Skill in oral and written communications
  • Excellent human relations skills
  • Ability to select instructional planning, management, and evaluation procedures that relate to student needs and the demands of the instructional environment
  • Ability to apply knowledge of current research and theory to instructional programs
  • Ability to plan and implement lessons based on school priorities and the needs and abilities of students to whom assigned
  • Ability to establish and maintain effective relationships with students, peers, and parents.