Teacher Jobs in Easton, MD

Be part of one of the nation's largest school districts that's embarking on an ambitious new chapter of #PGCPSPride! We are second in the state for Nationally Board Certified Teachers. We lead the industry in mentorship, monthly professional development, and a robust leadership pipeline to support teachers advancing their careers. And we do all of this bordering the nation's capital. Where we offer generous benefits including: laptop computers, tuition reimbursement, relocation assistance, and incentives to serve in our high needs schools. Whether you choose to teach in one of our specialized programs or in a community school, you have options! Create a path aligned to your interests and enjoy cutting edge technology to bring your classroom to life. Join us as a Elementary School Teacher! Key responsibilities include: Provides for instruction of students by developing, selecting, and modifying instructional plans and materials and presenting them using instructional techniques which meet the needs of all students Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of students Monitors and evaluates student performance, develops and implements plans to improve student performance Maintains required records Follows required procedures and practices TEACH WITH US!

A collaborative partnership working to turn around inequitable education one school at a time. ACCE (6 to 12) Commodore (PK to 8) Harford Heights (PK to 5) James McHenry (PK to 8) Mary E Rodman (PK to 5) The 100% Project Priorities: Family & Community Engagement School Culture Rigorous Instruction Professional Learning The 100% Project Embodies: The 5 Promises An Inclusive Mindset A Student-Centered Approach College and Career Readiness The 5 Promises: Honor and Integrity -- We do the right thing even when no one else is watching. All of our actions represent who we are and where we come from. Perseverance -- We never give up even when faced with difficult challenges. We will keep pushing to accomplish all of our goals. Commitment to Quality -- We always do our best by giving 100% at all times. We understand there is always room for improvement. Contribution -- We will take every opportunity to serve and support our school and community. We will help others in need and support those who are struggling. Gratitude -- We will actively acknowledge the good things around us. We will recognize the impact positive reflection has on others in our community.

Join Our Team as a Contract School-Based Special Education Teacher near Dover, DE! Phaxis is currently seeking qualified Contract Special Education Teachers to join our team for this 24/25 Academic Year! If you're passionate about making a difference in the lives of students and are looking for a supportive work environment, this is the opportunity for you. Position Details: Position: Contract Special Education Teacher Location: Schools near Dover, DE Duration: 2024-2025 School Year Hours: Full-Time, Regular School Hours (Mon-Fri) Caseload: K-12 (Multiple Positions Available) Pay Range: $35 +/hour Experience & Requirements: Preferred: School-Based Experience Preferred: Experience in a Pediatric Setting Required: State Licensure or Ability to Obtain Phaxis Benefits: First-Day Health Benefits Referral Bonus Licensure Reimbursement Paid Weekly If you're ready to make a lasting impact and want to be a part of a supportive team, we'd love to hear from you! Reach out to me today! Kylie Estridge - Recruitment Consultant - Phaxis Education

Pediatric Therapeutic Services (PTS) is seeking a full time Special Education Teacher to provide school-based services for a local school district. Perks: We offer competitive rates with compensation for direct AND indirect time. Such as, treatment sessions, documentation, meeting attendance, and report writing. PTS provides consistent on-site and off-site mentorship with Clinical Directors and Team Leaders. School-Based Academy: We provide the support and community that a new School-Based therapist needs to feel comfortable and to be successful. Lending Library: PTS recognizes the additional expenses in providing evaluation for materials. We have an extensive library of testing tools and assessments for therapist to borrow as needed. Responsibilities: Assessing children's skills and learning requirements Designing Individualized Educational Plans (IEPs) Collaborating with parents and school staff to track students progress Company Profile: Each year the number of students receiving related services under Individuals with Disabilities Education Act (IDEA) changes and grows. The need for expert clinicians (like you!) to serve these students is the catalyst for PTS's mission to deliver holistic, comprehensive, education-based therapy services. For over 20 years, PTS has partnered with Independent Contractors that share this same mission. Together we can change the way we help child access their full education and have reach their potential! Qualifications: Bachelor or Master's Degree

Bridges is a youth-development program that is committed to the long-term success of Baltimore City youth and to providing life-changing opportunities to independent school students. The program currently serves 798 young people - 440 Baltimore City youth ages 9-23 and 358 independent school students - through sites at The St. Paul's Schools, Gilman School, The Bryn Mawr School, and McDonogh School. Teachers who are hired to teach in the program will be hired, contracted, and paid through one of our four program location partners - The St. Paul's Schools, Gilman School, The Bryn Mawr School, or the McDonogh School. One of Bridges' hallmark programs is the Bridges Summer Institute - a five-week, in-person summer program for Baltimore City students in rising grades 4-9. Students begin their 13-year experience with Bridges at the Summer Institute as rising 4 th graders and return each summer for six years until they reach high school. The Summer Institute blends academics and enrichment, creating an opportunity for students to learn, grow, have new experiences, and develop their interests and talents. The 2025 Summer Institute will run from June 23 through July 25, 2025 (no program on July 4 th ). The Opportunity Bridges is searching for 4 th through 9 th grade teachers in the subjects of Language Arts, Math, Science, Visual and/or Performance Art, and Physical Education to staff the Summer Institute. This is an opportunity for excellent teachers to craft their own curriculum, keep students engaged over the summer through teaching and field trip experiences, and build relationships with a special group of young people. Many Bridges summer teachers have returned year after year, maintaining those relationships as they watch the students grow. The role is seasonal (majority of work conducted over five weeks in the summer) and part-time (25 hours per week on average during the summer), making this a great opportunity for teachers seeking summer employment. During the five-week program, teachers work closely with their students, spending four half-days a week teaching in their subject area and one full day a week chaperoning a field trip. Small class sizes range from 8-15 students with 2-3 high school aged volunteers present to assist in the classroom. Teachers also join weekly staff meetings and assemblies as requested by the Site Director. Summer teachers will be placed at and employed by one of Bridges' four program sites - St. Paul's, Gilman, Bryn Mawr, or McDonogh - and report to the Site Director. Before the summer, teachers will be in communication with the Site Director and may be asked to participate in one, 45-minute meeting with the Site Director in April or May 2025, as well as one pre-summer all-staff meeting in May or June 2025. Teachers will submit course plans and requests for materials by May 1, 2025. Ideal Candidates · Love teaching and building relationships with students · Have experience working with students from Baltimore City · Want to have a challenging, fun, and rewarding teaching experience this summer · Can commit to teaching in all five weeks of the summer program, working 25 hours per week on average, with course planning during the spring under the supervision of a Site Director · Will have flexibility regarding site placement · May be interested in making Bridges their home for many years to come Compensation: The pay scale for this seasonal role is based on years of teaching experience and is as follows: · Teachers starting at Bridges with 1-4 years of teaching experience: $3,500 · Teachers starting at Bridges with 5-6 years of teaching experience: $4,000 · Teachers starting at Bridges with 7+ years of teaching experience: $4,500 There are no benefits offered for this seasonal role. To Apply · Please send a resume via e-mail to ***************************. We will be reviewing resumes on a rolling basis. Candidates are encouraged to apply before February 28, 2025. · Please name your resume in the following format: “Teacher - Last Name, First Name - r” · In the e-mail body, please include your name, years of relevant experience, subject you are interested in teaching, how you learned about this opportunity, and 1-3 sentences summarizing your interest in this role. · Bridges will confirm receipt of resumes with an automated e-mail. To Learn More about Bridges Facebook: Click Here Instagram: Click Here Web: Click Here Bridges Baltimore and its partners are committed to creating a supportive learning environment where all individuals are valued for their unique contributions and are able to achieve their highest potential. We strongly believe that a diverse and inclusive environment is the best learning environment for our students and prepares them to live, work, and thrive in an increasingly global and multicultural community. We reject all prejudice, particularly those based on race, national and ethnic origin, religion, socioeconomic status, gender identity, sexual orientation, and physical characteristics.

Status: Full Time 80 Hours Shift: Variable SALARY RANGE: 37.78 - 61.75HOURLY This position will function in multiple roles: CV, EP, and IN Educator as well as Professional Cardiac Catheterization Registered Nurse and/or Professional Cardiovascular Technologist. Incumbents will be required to work varied hours, shift lengths, and respond to an on-call pager which may include days, evenings, nights, holidays, and weekends. Under supervision of Senior Manager of Cardiovascular, Electrophysiology, and Interventional Neurology Laboratories, the Cardiovascular, Electrophysiology, and Interventional Neurology (CV, EP, IN) Educator is responsible for providing educational services, including assessing, maintaining, and developing competencies related to performance standards and expectations for clinical staff in the department. Responsibilities: 1. Prepares the patient care and/or procedure area prior to the arrival of the first patient or beginning of first procedure to provide for safe, efficient delivery of care. 2. Receives and reviews charts for scheduled patients as soon as they are available for the next day. Assures that proper documentation, lab results, and consent is present in the chart prior to the procedure. Communicates abnormal lab results or other concerns to the physician/Nurse Practitioner. 3. Prepares the patient for the procedure in a timely and efficient manner. 4. Provides nursing care, including complete systems assessment, and monitoring for the immediate pre and post procedural cardiovascular and electrophysiology patient. Abnormal findings to be communicated immediately to the physician/NP. Provides appropriate handoff to receiving RN. 5. Participates in the “Full Stop” and/or “Time Out” process, prior to the beginning of each procedure, along with the physician and other members of the team as per Bayhealth and unit policies. 6. Administers procedural sedation per Bayhealth and unit policies. 7. Demonstrates the ability to accurately document handoffs, pre and post procedure care in EPIC electronic documentation system accurately and in real time. Demonstrates the ability to accurately document all procedures performed in the Cath Lab. 8. Demonstrates the ability to independently circulate all procedures performed in the Cath Lab. Accurately records/documents procedure log in EPIC and MacLab/CardioLab documentation system in real time. 9. Develops and implements educational activities for clinical staff in department to meet yearly competencies, and clinical skills related to equipment and concepts. 10. Validates and maintains clinical skills related to new procedures, concepts, and equipment. 11. Develops curriculum as needed to meet educational need of the organization. 12. Collaborates with Director, Senior Manager, supervisor and staff of CV, EP, and IN laboratories to maintain consistency of learning activities. 13. Use appropriate tools to evaluate effectiveness of educational activities. 14. Work collaboratively to educate and support Fellowship program for Registered Nurse/technologist for CV, EP, and IN laboratories. 15. Serves as CV, EP, IN Educator on committees, task forces, meetings and other activities involving development of educational activities for clinical staff. 16. Assist in maintaining ongoing education and documentation to maintain accreditation in CV, EP, and IN laboratories. 17. Incorporate appropriate practice standards, performance improvement indicators, laws, regulations, educational activities, and courses designed for the department. Data gathering and reporting of Performance Improvement indicators. 18. Maintain all CV, EP, IN laboratories polices with evidence based best practice and research. 19. All other duties assigned, within scope and range of job responsibilities. Required Education, Credential(s) and Experience: Education: Bachelor Degree Nursing; Or Bachelor Degree in Cardiovascular Technology or Radiologic Technology. Must be a graduate of an accredited nursing program/university Credential(s): Registered Nurse; Registered Technologist, Radiography; Basic Life Support; Advanced Cardiovascular Life Support; Registered Cardiovascular Invasive Specialist; Or RN License from compact state. At least one certification related to the care of Cardiac, Electrophysiology, and Interventional Neurology patients. (Examples: RCIS, RCES, PCCN, CCRN or other related certifications.) Experience: Required: 3 years' experience within the Cardiovascular, Electrophysiology, Interventional Neurology laboratories. Must meet qualifications for Professional RN and/or Professional Technologist for CV, EP, IN laboratories. Preferred Education, Credential(s) and Experience: Education: Master Degree Credential(s): Experience: Preferred: 5+ years in CV, EP, IN laboratories. To view a full list of all open position at Bayhealth, please visit: *********************************

Mission Our mission is to develop the skills, values, and agency required for ACCE students to succeed beyond high school. All students at ACCE will be provided the foundational competencies and comfortability to choose the post high school pathway that best meets their skills, interests, and passions. Vision By the end of 12th grade all students at ACCE will develop positive relationships with peers, staff, and community members rooted in the five promises of the 100% Project: Commitment to Quality, Honor and Integrity, Gratitude, Contribution, and Perseverance. Students will receive a comprehensive educational experience that prepares them with the competencies and attributes necessary for success in college and careers. Experiences will include internship opportunities, rigorous coursework, hands - on - learning, and extra-curricular activities that provide consistent exposure to college and career choices.

Title: Paraprofessional - Special Education (1:1 Dedicated Aide) + Signing Bonus Position Type: Full-time What we do and offer our team: PHILLIPS PROGRAMS Schools are private special education day schools for children with emotional and behavioral needs. PHILLIPS has a unique approach to special education. Our schools embrace the whole child and family with all their strengths and challenges. We provide a place of relationship and belonging where students can be accepted; treated with compassion and respect. We offer our employees competitive salaries, a comprehensive benefits package, a place where you can learn and grow as a professional, and a warm and friendly environment that lives our values. In addition, our staff are eligible for the Federal Student Loan Forgiveness Program! What the Dedicated Aide does: Evaluating student progress. Provide written input on designated student as requested. Communicating with parents, PHILLIPS Programs staff and non-PHILLIPS Programs professionals in coordination with classroom staff and supervisor, when requested. Assists in recording and reporting behavior data for assigned student. Assists in assigned classrooms with individual, small and large group instruction as directed by and coordinated with teacher. Provides individualized instruction and supervision for student(s) on and off-campus in areas assigned by supervisor and teaching staff Assists teacher in daily organizational planning, as requested. Organizing classroom furniture and equipment. Supervises student(s) to ensure safety at all times, including bus duty, playground duty and off campus. Supervises classroom in absence of teacher when needed or instructed by supervisor. Implements individual and classroom behavior programs as coordinated with other staff. Assists in other general areas such as: medication administration, data collection, and other relevant tasks as assigned by teacher. What the Dedicated Aide brings to the team: High school diploma, required Experience working with students, preferably in special education, or with other vulnerable populations, required

Join our Team Our talented and diverse team is comprised of individuals with a variety of backgrounds who share BELL's mission and who work tirelessly to see it through. We seek qualified, driven, and dedicated Assistant Teachers to join our team. Responsibilities Implement collaborative teaching strategies with academic teachers to a cluster of scholars Support the development and delivery of relevant, engaging, and rigorous lessons Ensure the academic and social development of scholars throughout the course of the program Serve as a role model for an assigned group of scholars Work with teachers to identify scholar needs and develop instructional plans and practices to best support scholars Monitor scholars' educational and social progress and making necessary recommendations for adjustments Support classroom and behavior management consistently to develop a safe and productive learning environment Maintain attendance and supporting classroom procedures/functions Supervise scholars during classroom transitions and snack Assist in field trips and special events Qualifications Academic skills - proficiency in elementary math and literacy Ability to provide and receive constructive feedback Commitment to teamwork and collaboration with diverse populations Desire to work with elementary scholars and their families in under-resourced communities Outstanding verbal, written, and technological (computer/internet) skills Ability to build relationships and influence scholars, staff, community members & families Demonstrated leadership ability Excellent organizational and communication skills Committed to the goals of the program and approach Love and respect for children Evidence of efficacy and willingness to be a team player Belief and commitment to BELL's mission and values Experience working with school age children in an urban environment preferred High school diploma required Professional Growth Gain hands-on experience developing and implementing lessons with certified teachers Develop collaborative and co-teaching strategies Utilize data-driven and differentiated instructional techniques Deliver lessons with high-quality and rigorous curriculum Work with experienced staff in implementing positive discipline strategies Engage in best practices to support achievement in under-resourced communities Gain experience relationship building with scholars, staff professionals, and families General Information This is a seasonal position and will not be eligible for benefits. Other details Pay Type Salary

TITLE: New Teacher Mentor QUALIFICATIONS: 1. A valid Maryland teacher's Professionalcertificate (or proven eligibility). 2. Master's Degree preferred. 3. At least three (3) years of successful experienceas a classroom teacher. 4. Experience planning and facilitating professional learning. 5. Evidence of using effective instructional strategies, differentiation, and data to drive instruction. 6. Such alternatives to the above qualifications as the Board may find it appropriate and acceptable. REPORTS TO: New Teacher/ Mentor Teaching and Learning Supervisors JOB GOALS: Supports the district's efforts by providing new teachers with differentiated job-embedded professional learning in order to build teacher capacity for improving student outcomes. ESSENTIAL PERFORMANCE RESPONSIBILITIES: 1. Provides professional support for new teachers through non evaluative observation, reflection, and feedback. 2. Assists new teachers in the planning and delivery of appropriate and effective data-driven instruction. 3. Remains current with best practices and culturally responsive pedagogy in order to provide individualized professional development to new teachers. 4. Remains current with best practices for instructional coaching, support, and working with the adult learner. 5. Works collaboratively with building administrators and Teaching and Learning Supervisors to advance new teacher effectiveness and the learning of every student. 6. Engages in mentoring professional learning opportunities and actively seeks to grow mentor skill sets. 7. Collaborates with the New Teacher Teaching and Learning Supervisors with planning New Teacher Seminar based on identified needs of new teacher teachers. TERMS OF EMPLOYMENT: Ten Month Full time. Salary, work year and schedule to be established by the Board and subject to modification. APPROVED: 07/01/2024

MIDDLE SCHOOL SUMMER SCHOOL - LEAD TEACHER CCPS expects to have one lead teacher vacancy at each of the middle school summer school sites. Summer school will be an integrated experience that focuses on skills needed to access curriculum in the next grade and provide recovery services to students. The lead teacher assists the school administration in the preparation of, the supervision of, and the closing of the summer school program. Summer school will run in a 12 day session from July 7, 2025, through July 24, 2025, Monday through Thursday for 3 hours, 45 minutes. The workday is 4 hours, 45 minutes. The lead teacher will be required to work an additional 20 hours to prepare for students and ensure proper close out of the summer school experience. The lead teacher will collaborate with the school administration to finalize enrollment, coordinate and verify student information, create the schedule, coordinate with supervisors for training and preparation, work with the Department of Information Technology to ensure all students are entered in the electronic gradebook, monitor student attendance and student performance, respond to teacher, student, and parent questions, teach support sessions as needed and enter final grades or distribute parent reports to home school administrations and counseling offices. Position availability and work location is contingent on student enrollment. EDUCATION, CERTIFICATION AND EXPERIENCE: MSDE Certification is required. TERMS OF EMPLOYMENT: Pay rate is based on the 2025-2026 Workshop Pay and Special Pay for Employees. APPLICATION PROCEDURE: Position remains open until filled. All applicants please apply through the applicant tracking system located on the Calvert County Public Schools' website ************************* References must be directly related to educational experience and must include immediate supervisor. State law requires that anyone hired after October 1, 1986, who will have contact with school children, must be fingerprinted and submit to a criminal background investigation. Federal law requires that a new employee must complete the Employment Eligibility Verification (Form I-9) in person before beginning employment. Employment is conditional upon successful completion of a drug screen. Current employees of the Calvert County Public Schools are exempt from these requirements. House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention Statement Pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland - House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention all applicants are required to report all former employers in which you may have had direct contact with minors. The applicant must submit the contact information of the current employer, all former school employers, and all former employers not school related. Applicants should also include contact information for organizations in which you have volunteered, coached, mentor, tutored or otherwise had direct contact with minors. Nondiscrimination Statement Calvert County Public Schools does not discriminate on the basis of race, color, religion, sex, age, ancestry or national origin, familial status, marital status, physical or mental disability, sexual orientation, gender identity and expression, genetic information, or any other characteristic protected by law in its programs and activities and provides equal access to the Boy Scouts and other designated youth programs. Calvert County Public Schools does not refuse enrollment of a prospective student, expel a current student, or withhold privileges from a current student, or prospective student, or the parent or guardian of a current or prospective student because of an individual's race, ethnicity, color, religion, sex, age, national original, marital status, sexual orientation, gender identity or disability. Calvert County Public Schools does not discipline, invoke a penalty against, or take any other retaliatory action against a student or parent or guardian of a student who files a complaint alleging that the program or school discriminated against the student, regardless of the outcome of the complaint. The following persons have been designated to handle inquiries regarding the non-discrimination policies: Director of Student Services Director of Human Resources ************ For further information on notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************. ************************************************ Anti-sexual, Anti-racial and Anti-disability Harassment Statement Discrimination can manifest itself in behaviors such as bullying, harassment, or intimidation of individuals. Calvert County Public Schools does not tolerate any form of harassment including, but not limited to, sexual, racial, or disability. Any individual (student, employee, or community member) who believes that they have been subjected to any form of harassment is encouraged to report the allegation of harassment. Students, parents, and community members may report allegations of harassment to: Ms. Cecelia Lewis, Director of Student Services, Calvert County Public Schools, 1305 Dares Beach Road, Prince Frederick, MD 20678 Employees may report allegations of harassment to: Mr. Zachary Seawell, Director of Human Resources, Calvert County Public Schools, 1305 Dares Beach Road, Prince Frederick, MD 20678 Calvert County Public Schools is committed to conducting a prompt investigation for any allegation of harassment. If harassment has occurred, the individual will be disciplined promptly. Disciplinary actions for students found to have engaged in any form of harassment may result in suspension or expulsion. Disciplinary actions for employees found to have engaged in any form of harassment may result in suspension or termination. Calvert County Public Schools encourages all students, parents, employees, and community members to work together to prevent any form of harassment. For further information on notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************. Calvert County Public Schools Antiracism Statement Calvert County Public Schools (CCPS) explicitly denounces racism, bullying, discrimination, white supremacy, hate, and racial inequity in any form within our school community. Furthermore, CCPS will not tolerate the values, structures, and behaviors that perpetuate systemic racism. Each member of the district, individually and collectively, is responsible for creating and nurturing a safe, antiracist learning environment where each student, staff member, and community partner is a respected and valued member of the CCPS community.

$52,867-$85,282 PER YEAR FULL-TIME 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 that promotes social, emotional and cognitive learning. Teachers are the primary instructors in a self-contained setting and must be able to understand and carry out their students' IEP requirements. Teachers provide differentiated instruction and are able to modify the curriculum to meet the needs of the students' IEPs. Teachers effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures. FLSA STATUS: Exempt employee ESSENTIAL JOB FUNCTIONS 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, in order to engage students and actively encourage student 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; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback 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 students' work 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 in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate Actively participate in committees, meetings, supervision, and professional development activities Consistently model and implement the company's core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors Comply with all of The Foundation Schools' policies, rules, protocols, and procedures Complete other duties as assigned BENEFITS Company Paid -Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School Leave Company and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental Insurance Employee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness Benefits Other Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs Requirements QUALIFICATIONS Education, Experience and Certification Bachelor's degree or higher is required, preferably in education, special education or related field, Master's degree preferred MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred Bilingual (Spanish/English) abilities are a plus Physical, Interpersonal and Cognitive Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc. Complete reports and data input while using a variety of computer programs Move and carry supplies; light lifting, non-repetitive Maintain a professional demeanor and relationship with students, colleagues, families and community partners Work positively and collaboratively with others Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness Demonstrate effective time management and organization skills Prioritize and plan work activities Use time and resources efficiently, set realistic action plans and goals Speak clearly and be understood by others Read and express thoughts in a written format Possess and demonstrate a high level of mental and emotional balance Respond quickly and tactfully to crisis situations while using critical thinking to assess problems Work with minimum supervision and meet deadlines Physically restrain or assist in student restraints Possess sufficient mobility to provide instruction and manage student behaviors

This role is with City Teaching Alliance. City Teaching Alliance uses RippleMatch to find top talent. City Teaching Alliance Resident 2025 (for Aspiring Teachers) City Teaching Alliance is a four-year teacher training and certification program that works to end educational inequity in schools by improving teacher quality and preparing a pipeline of high-performing career teachers in classrooms across Baltimore, Dallas, DC, and Philly. Educators who complete the City Teaching Alliance program are among the most expert and results-oriented in the nation because we provide the best teacher preparation available. Program Benefits Residency Year: A full paid year to work as a co-teacher in urban classrooms under the guidance of our expert faculty, receiving regular feedback as you develop your skills and prove your effectiveness. The residency year gives you practice time in anticipation of your teaching career. Master's Degree: Over the first two years in the program, City Teaching Alliance teachers earn a master's from the American University School of Education while working alongside experienced educators during year one, and managing their own classroom in year two. Certification: Obtain dual teaching certifications in year three, after completion of master's degree. City Teaching Alliance offers Elementary Education, Secondary Math, or Secondary Literacy and Special Education certifications. Coaching and Mentoring: Receive three years of 1:1 coaching and mentorship tailored to your needs and access to our alumni network starting year four. Our support is available longer than any other preparation program to ensure you develop as an effective teacher. Meaningful Work Our program develops and prepares highly qualified teachers for combating racial and socioeconomic inequality. We train those in our program to become highly effective teachers committed to teaching students in the districts that need them most and empowering every child through learning. Salary and Placement Program During the first year of our program, teachers receive a stipend from City Teaching Alliance between $30,000 - $40,000, depending on the city of their placement. In addition, teachers will receive books, materials, and healthcare benefits. Starting the second year, teachers are employed as full-time educators and begin to receive a full salary ($50,000 - $60,000) in addition to their eligibility for monetary education awards (AmeriCorps Segal Award, valued at $7,395 and the TEACH grant valued at $3,777) and benefits as an employee of the school district or charter network where they are placed. In Years 2-4, you will be a full-time teacher of record in one of our partner districts where we provide school placement to all teachers. Qualifications City Teaching Alliance seeks passionate individuals who are ready to become effective teachers for students in urban communities to fill an immediate need for teachers in Elementary Education, Secondary Math, and Secondary Literacy. We currently place teachers in Washington DC, Baltimore, Dallas, and Philadelphia. We accept all majors and do not require that you have previous classroom experience. Candidates who have experience working with students or mission aligned organizations, i.e. tutoring, mentoring, teaching assistant, or volunteering do very well in our program. Start your application to join our next cohort provided you meet the following minimum requirements: Earn an undergraduate degree by June 2025 A minimum 2.5 undergraduate GPA Are a US Citizen, Permanent Resident, or DACA recipient Job Type: Full-time Start Date: Mid-June 2025 Salary: Year 1: $30,000 - $40,000 per year Years 2-4: $50,000 - $60,000 per year (not including district based pay incentives) About City Teaching Alliance Empowering Educators, Transforming Futures City Teaching Alliance is a comprehensive teacher development program focused on underserved urban classrooms. We prepare culturally responsive educators who improve educational outcomes and disrupt inequities. In partnership with American University, participants earn a Master's of Arts in Teaching with dual certification in special education and a content area. Our hands-on curriculum emphasizes literacy and math skills. We work with school districts in Baltimore, Dallas, Philadelphia, and Washington, DC. Benefits: 401(k) Health insurance Dental insurance Vision insurance Relocation assistance Paid time off Professional development assistance

This role is with City Teaching Alliance. City Teaching Alliance uses RippleMatch to find top talent. City Teaching Alliance Resident 2025 (for Aspiring Teachers) City Teaching Alliance is a four-year teacher training and certification program that works to end educational inequity in schools by improving teacher quality and preparing a pipeline of high-performing career teachers in classrooms across Baltimore, Dallas, DC, and Philly. Educators who complete the City Teaching Alliance program are among the most expert and results-oriented in the nation because we provide the best teacher preparation available. Program Benefits Residency Year: A full paid year to work as a co-teacher in urban classrooms under the guidance of our expert faculty, receiving regular feedback as you develop your skills and prove your effectiveness. The residency year gives you practice time in anticipation of your teaching career. Master's Degree: Over the first two years in the program, City Teaching Alliance teachers earn a master's from the American University School of Education while working alongside experienced educators during year one, and managing their own classroom in year two. Certification: Obtain dual teaching certifications in year three, after completion of master's degree. City Teaching Alliance offers Elementary Education, Secondary Math, or Secondary Literacy and Special Education certifications. Coaching and Mentoring: Receive three years of 1:1 coaching and mentorship tailored to your needs and access to our alumni network starting year four. Our support is available longer than any other preparation program to ensure you develop as an effective teacher. Meaningful Work Our program develops and prepares highly qualified teachers for combating racial and socioeconomic inequality. We train those in our program to become highly effective teachers committed to teaching students in the districts that need them most and empowering every child through learning. Salary and Placement Program During the first year of our program, teachers receive a stipend from City Teaching Alliance between $30,000 - $40,000, depending on the city of their placement. In addition, teachers will receive books, materials, and healthcare benefits. Starting the second year, teachers are employed as full-time educators and begin to receive a full salary ($50,000 - $60,000) in addition to their eligibility for monetary education awards (AmeriCorps Segal Award, valued at $7,395 and the TEACH grant valued at $3,777) and benefits as an employee of the school district or charter network where they are placed. In Years 2-4, you will be a full-time teacher of record in one of our partner districts where we provide school placement to all teachers. Qualifications City Teaching Alliance seeks passionate individuals who are ready to become effective teachers for students in urban communities to fill an immediate need for teachers in Elementary Education, Secondary Math, and Secondary Literacy. We currently place teachers in Washington DC, Baltimore, Dallas, and Philadelphia. We accept all majors and do not require that you have previous classroom experience. Candidates who have experience working with students or mission aligned organizations, i.e. tutoring, mentoring, teaching assistant, or volunteering do very well in our program. Start your application to join our next cohort provided you meet the following minimum requirements: Earn an undergraduate degree by June 2025 A minimum 2.5 undergraduate GPA Are a US Citizen, Permanent Resident, or DACA recipient Job Type: Full-time Start Date: Mid-June 2025 Salary: Year 1: $30,000 - $40,000 per year Years 2-4: $50,000 - $60,000 per year (not including district based pay incentives) About City Teaching Alliance Empowering Educators, Transforming Futures City Teaching Alliance is a comprehensive teacher development program focused on underserved urban classrooms. We prepare culturally responsive educators who improve educational outcomes and disrupt inequities. In partnership with American University, participants earn a Master's of Arts in Teaching with dual certification in special education and a content area. Our hands-on curriculum emphasizes literacy and math skills. We work with school districts in Baltimore, Dallas, Philadelphia, and Washington, DC. Benefits: 401(k) Health insurance Dental insurance Vision insurance Relocation assistance Paid time off Professional development assistance

Job Description About Us: Mountain Manor Treatment Center at Baltimore is a residential substance abuse treatment center for young adults experiencing complex emotional problems in addition to their substance abuse issues. We are located on Frederick Avenue in West Baltimore with easy access to I-95 and I-695. We are looking for a part time Teacher's Aide in our Baltimore Academy 32 hours a week. Responsibilities: Assist the Teacher in implementing classroom instruction. Familiarize with IEP or PEP process. Assist in supervision of youth in lunch coverage, restroom break, but arrival and dismissal, and hallway. Participate in time-out and Alternative Learning Classes in supervising youth assigned to those areas. Assist Teacher in preparation of class work, checking homework and class work, and in completing reports (weekly, monthly, and annually). Assist the substitute teacher in the event of teacher absence. Assist in daily routine in the classroom or school office. Assist in maintaining school areas in a safe, neat, and orderly manner. Knowledgeable in the operation of classroom computer, projectors, copier machine, and overhead projector Assist in maintaining inventories. Performs other duties and responsibilities as assigned. (Responsibilities listed above are a general description of the level and nature of work assigned to this position and are not to be considered as all inclusive.) Minimum Requirements: High school or Associate's Degree in similar field At least 18 months of experience working with troubled youth

Math Teacher Pool Academic Year: 2025-2026 Reports to: Director of Academics About SEED School of Maryland: The SEED School of Maryland is a college preparatory public boarding school that provides an innovative educational experience for students from underserved communities. Our mission is to empower students to achieve academic excellence, develop strong character, and prepare for success in college and beyond. We are dedicated to fostering a culture of rigor, relationships, and results, and we are seeking experienced and aspiring math teachers to join our academic team. Position Overview: We invite applications for our Math Teacher Pool for the 2025-2026 academic year. Ideal candidates will be passionate about mathematics and committed to helping students develop critical thinking and problem-solving skills while supporting our goals of rigor, relationship-building, and measurable results. Key Responsibilities: Develop and implement engaging math curriculum aligned with state standards. Foster a positive and inclusive classroom environment. Assess student progress and provide constructive feedback. Collaborate with colleagues to enhance academic programs. Qualifications: Valid teaching certification in Mathematics. Demonstrated experience in teaching math at the secondary level. A commitment to educational equity and student success. Strong communication and interpersonal skills. If you are an experienced or aspiring math teacher looking to make a meaningful impact at the SEED School of Maryland, we encourage you to apply to be part of our Math Teacher Pool. Together, we can cultivate an environment that empowers our students to thrive. Application Process: To apply, please submit your resume and a cover letter detailing your qualifications and vision for teaching math at the SEED School of Maryland.

Immediate Openings Available! Have a Bachelor's Degree? Apply Today! Be part of one of the nation's largest school districts that's embarking on an ambitious new chapter of #PGCPSPride! We are second in the state for Nationally Board Certified Teachers. We lead the industry in mentorship, monthly professional development, and a robust leadership pipeline to support teachers advancing their careers. We do all of this bordering the nation's capital. PGCPS offers generous benefits including: laptop computers, tuition reimbursement, and relocation assistance! Whether you choose to teach in one of our specialized programs or in a community school, you have options! Create a path aligned to your interests and enjoy cutting edge technology to bring your classroom to life. Join us as a Science Educator! Key responsibilities include: Provides for instruction of students by developing, selecting, and modifying instructional plans and materials and presenting them using instructional techniques which meet the needs of all students Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of students Monitors and evaluates student performance, develops and implements plans to improve student performance Maintains required records Follows required procedures and practices APPLY NOW! We Are #PGCPSProud

Join Our Team as a Contract School-Based Special Education Teacher near Georgetown, DE! Phaxis is currently seeking qualified Contract Special Education Teachers to join our team for this 24/25 Academic Year! If you're passionate about making a difference in the lives of students and are looking for a supportive work environment, this is the opportunity for you. Position Details: Position: Contract Special Education Teacher Location: Schools near Georgetown, DE Duration: 2024-2025 School Year Hours: Full-Time, Regular School Hours (Mon-Fri) Caseload: K-12 (Multiple Positions Available) Pay Range: $35 +/hour Experience & Requirements: Preferred: School-Based Experience Preferred: Experience in a Pediatric Setting Required: State Licensure or Ability to Obtain Phaxis Benefits: First-Day Health Benefits Referral Bonus Licensure Reimbursement Paid Weekly If you're ready to make a lasting impact and want to be a part of a supportive team, we'd love to hear from you! Reach out to me today! Kylie Estridge - Recruitment Consultant - Phaxis Education

TITLE: Middle School Reading Teacher/Coach (55,301.03+) QUALIFICATIONS: * A valid Maryland teacher's Professional certificate (or proven eligibility). * Reading Teacher endorsement preferred. * Minimum of five (5) years of successful teaching experience. * Bachelor Degree required, Masters preferred. * Demonstrated knowledge of current bestpractices in the science of reading. * Experience planning and delivering professional development. REPORTS TO: Principal JOB GOAL: Coordinate and provide reading instruction for students to supplement classroom instruction and to provide support to teachers in application of effective reading practices. ESSENTIAL PERFORMANCE RESPONSIBILITIES: * Provide small group and individual reading intervention to identified students. * Plan, coordinate, and implement needs-based professional learning on the science of reading. * Collaborate with other reading teachers and literacy leaders to analyze district and school-level data. * Provide school-based staff with professional development to build teacher capacity to analyze student data, and select evidence-based reading strategies to meet individual student needs, including strategies for teaching English Learners, students receiving Special Education services, and students living in poverty. * Work collaboratively with teachers to determine reading needs of students based on data analysis and informal observation. * Provide individual and small group coaching to teachers to include data analysis, lesson planning, lesson delivery, and reflection on best practices to increase effective reading instruction Model research-based reading practices across content areas and specific to diverse learners. * Model research-based reading practices across content areas and specific to diverse learners * Attend professional development to strengthen knowledge, skills, and strategies relative to reading and coaching. * Perform other duties and responsibilities related to reading literacy as assigned by supervisor TERMS OF EMPLOYMENT: Exempt position. Ten-month work year. Salary to be established by the Board.