Kennedy Krieger Institute·Baltimore, Maryland
The teacher is responsible for implementing individualized education programs (IEPs) and adapting instruction to meet the diverse academic, developmental, and technological needs of students. They must also maintain an orderly classroom environment and collaborate effectively with parents, staff, and IEP team members.
Classroom Management Maintain a classroom environment that is conducive to learning and orderly. The classroom should have materials and routines that are clear and present; allowing classroom staff and students to be managed effectively. Collaboration Collaborate with parents and guardians to involve them in the student learning process. Ensure collaboration of classroom staff, student team members and I.E.P. team members and participate in the professional learning community. Communication Communicate effectively with students and staff members including facilitation of and participation in meetings and in-services; this should be done with consideration for disability based needs of each student. Communicate effectively with classroom staff members, parents and guardians while providing clear expectations and specific feedback using clear, concise and professional written and spoken language. Instruction and Knowledge of Students Demonstrate knowledge of instruction by using appropriate special education best practices and strategies for instruction that include effective and engaging lesson plans with innovative and creative problem solving with the use of technology based on the content area and prior knowledge of the student. Utilize data to inform instruction by implementing comprehensive formative and summative data collection systems. Demonstrate knowledge of student strengths and needs using effective teacher behaviors that provide the student with appropriate accommodations and an opportunity to learn, while providing verbal and non-verbal praise that maintains clear and appropriately high expectations to achieve goals. Planning, Preparation and Knowledge of Students While planning, utilize data from I.E.P. goals, and informal and formal assessments that demonstrates knowledge of students by; incorporating, multiple special education strategies and modalities that match the needs of the students. Demonstrate characteristics of effective planning by developing measurable short and long-term plans that align with content, curriculum, and state standards, incorporating technology and multidisciplinary input. Supplemental Duties Participate in school-based committees, on special projects and provide mentorship to colleagues as appropriate.
EDUCATION: Eligibility for MSDE Special Education Certificate in Infant-Grade 3, Grades 1-8, or 6-Adult, based on the teacher’s assignment, required. If a teacher holds a Maryland Conditional Certificate in Special Education, the teacher must complete all requirements posed on the MSDE evaluation for a Professional Special Education Certificate. Special Education Teacher I requires Bachelors Degree in Special Education or appropriate content area. Special Education Teacher II requires Masters Degree in Special Education or appropriate content area. Special Education Teacher III requires Masters Degree in Special Education or appropriate content area, plus 30 additional academic credits. Special Education Teacher IV requires Masters Degree in Special Education or appropriate content area, plus 60 or more additional academic credits (and may include PhD/EdD). EXPERIENCE: Previous teaching experience is preferred, but not required. RELATED TRAINING: PCM training will be provided by department. Employee must achieve and maintain certification at the “Practitioner” level (or higher) according to the timeline established within the departmental policy. Minimum pay range USD $62,482.00/Yr. Maximum pay range USD $130,153.00/Yr.
Candidates must hold or be eligible for an MSDE Special Education Certificate and possess at least a bachelor's degree in special education or a related content area. Previous teaching experience is preferred but not required, and the role requires obtaining PCM practitioner certification.
Market context
In Maryland, classroom teacher roles for infant/toddler and preschool settings are typically driven by ongoing staffing needs in licensed early learning programs. These positions are competitive because employers often look for Maryland-qualified candidates with a clean background check, and prefer a CDA or Early Childhood Education coursework plus prior experience with young children. Review the AI-summarized requirements and benefits here to quickly compare fit, then confirm your qualifications and availability before applying.