Special Education Math Teacher at Nexus Family Healing

Baltimore, Maryland, United States -

Full Time

Start Date

Immediate

Expiry Date

11 Mar, 26

Salary

90000.0

Posted On

11 Dec, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Special Education, Math Instruction, IEP Development, Collaboration, Data Collection, Assessment, Differentiated Instruction, Classroom Management, Co-Teaching, Curriculum Development, Behavior Management, Professional Development, Student Support, Communication, Adaptability, Compassion

Industry

Mental Health Care

Description

Description Nexus-Woodbourne is seeking a compassionate and skilled Maryland Licensed Special Education Math Teacher who will deliver individualized instruction, collaborate with general education staff, and develop IEPs that empower students to thrive academically and personally. Join our dedicated team at a trauma-informed residential treatment center, where we provide hope, healing, and education to middle and high school students with unique needs. At Nexus Family Healing, we embrace diversity, promote equity, and foster inclusion. As a national mental health organization, we serve a diverse group of youth and families, and we strive for our workforce to support and represent that diversity. Schedule/Location/Pay: Salary Range - $80,000 - $90,000 Full Time - On-site opportunity (1301 Woodbourne Ave Baltimore MD) Nexus’ Comprehensive Benefits Include: Eight Days of PTO in First Year of employment. Seven Paid Holidays Spring, Summer, Winter Breaks Multiple options for health insurance coverage No-cost life insurance Short/long-term disability insurance 401k match NEW – Talkspace Therapy Benefit for the whole family NEW – Hinge Health Benefit for the whole family NEW – Carrot Fertility Benefit Tuition assistance and training opportunities Advancement pathways and internal promotion And much more! Position Summary: The Special Education Math Teacher provides direct instruction and instructional support to students with disabilities while working in collaboration with the general education teachers and is a responsible team member for the development of Individual Education Programs (IEP) by working with students in decision making, interpersonal development, and academic growth by providing the strategies, resources, and instruction to enable each student to meet the demands of Colleges and Career Readiness Standards. Primary responsibilities: General Education Provides direct instruction, and instructional support, to students with disabilities in general education inclusion setting with education teachers in a co-teaching role and/or provides direct instruction in the classroom. With the general education teacher, consistently shares responsibilities and collaboratively implements evidenced-based co-teaching practices through seamless planning, delivery, and assessment of instruction. Completes academic testing and report writing for initial and triennial evaluations and prepares and monitors the implementation of the Individualized Education Plan. Provides parents with progress reports on IEP goals & objectives as indicated in the IEP. Prepares for IEP team meetings for inclusion and self- contained students in collaboration with other special education teachers and general education teachers while providing case management. Interprets formal and informal, and classroom-based assessment for students to make informed decisions. 2. Student Performance, Assessments & Best Practices Collects data on student performance to improve student outcomes and direct instruction. Administers and interprets formal and informal assessments as appropriate. Selects, adapts and modifies materials to assist students with disabilities to access the general education curriculum and align with student’s present level and IEP goals; ensures IEP compliance with timelines (IEPs, triennial reviews, evaluations, etc.) Participates in professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, differentiated instruction, changes in educational policy, and other information as may be necessary to improve classroom instruction and programming for students with disabilities. Coordinates the schedule of Para-educators assigned to the classroom. Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Classroom Environment & Best Practices Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Plans and supervises purposeful assignments for para-educators, teacher assistant(s), 1:1 dedicated aides, Therapeutic Behavioral Aides (TBA) and volunteer(s). Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior and/or governing authority. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals-establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Strives to implement by instruction and action the LSS (Local school system/district's) philosophy of education and instructional goals and objectives. 4. Student Goals & Progress Assesses the accomplishments of students on a regular basis and provides progress reports as required. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. Maintains accurate and complete student records, collect data, and prepare reports on children and activities, as required by laws, and district policies/procedures. Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. 5. Student Casework Collaborates with administrators, other teachers, school assistants, related service providers, families, and others as necessary. Meets and instructs assigned classes in the locations and at the times designated. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 6. Program & Educational Policy, Procedure & Compliance Remains current on and adherent to all company policies, assigned trainings and/or certification requirements. Attends staff meetings and serves on staff committees as required. Incorporates modifications, accommodations, Universal Design for Learning, and differentiation to address diverse learning needs in lesson planning and content delivery. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom; develops reasonable rules of classroom behavior and maintains classroom order. Strives to implement by instruction and action the district's philosophy of education and instructional goals. ICARE Values & Behavioral Competencies: Innovation: Leading the way and implementing creative, cutting-edge ideas and approaches. Compassion: Listening, honoring differences, and showing respect, kindness, empathy care, and concern. Agility: Exhibiting flexibility and adapting quickly. Responsiveness: Being quick, positive, and accurate. Excellence: Demonstrating quality results that surpass ordinary standards. Commitment to Diversity, Equity, & Inclusion: At Nexus Family Healing, our voices and actions will be focused on recognizing, affirming and respecting people of every race, ethnic background, socio-economic status, sexual orientation, gender expression and faith. Keywords: "Math Special Education Teacher", "Maryland Licensed IPL Teacher", "Maryland Licensed PL Teacher", "Middle School Special Education Math Teacher", "High School Special Education Math Teacher", "#LI-Onsite" Requirements Required Education and Licensure: Must have a bachelor’s degree with focus on an Educational Discipline. Active Maryland Initial Professional License (IPL) or Professional License (PL). Active Maryland Special Education Endorsement Licensure required Valid driver’s license required. Must meet state regulating agency and Home Office driving requirements Preferred Education and Experience: Master’s degree preferred in specific content area such as Math or Math Education and teaching experience are preferred. Calculus at the AP level strongly preferred, content area social studies, degree in history or English degree. Must have 2+ years of Special Education Math Teaching experience.

Responsibilities

The Special Education Math Teacher provides direct instruction and support to students with disabilities while collaborating with general education teachers. Responsibilities include developing IEPs, assessing student performance, and creating a conducive learning environment.