Special Education Teacher BDP - HHS

POSITION

Special Education Teacher (Behavior Development Program – HHS)

LOCATION

HUNTINGTOWN HIGH SCHOOL

POSITION SUMMARY

The Special Education Teacher (BDP) will be assigned to work at Plum Point Middle School in the Behavior Development Program (BDP). Will provide services to students in the regional BDP program and within the general education setting. Provides an atmosphere and environment conducive to the intellectual, physical, social/emotional, and behavioral development of individuals to ensure student success. Supervises students in a variety of school-related settings. Monitors and evaluates student outcomes. Communicates and interacts with students, parents, staff, and community. Develops, selects, and modifies instructional plans, materials and behavioral plans to meet the needs of all students. Collaborates with related service providers, including mental health practitioners to meet the needs of students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials, and facilities.

REPORTS TO

School Principal, Assistant Principal, Supervisor of Special Education

EDUCATION, CERTIFICATION AND EXPERIENCE

A professional teaching certificate from the Maryland State Department of Education in the appropriate field of education; or a conditional degree certificate from the Maryland State Department of Education in the appropriate field of education as outlined in the Code of Maryland Regulations (COMAR).

KNOWLEDGE, ABILITIES AND SKILLS

Experience working with children who have been exposed to trauma, have mental health challenges and/or exhibit externalizing behaviors. Demonstrated ability in written and oral communication. Working knowledge of current classroom technology. Knowledge of disabilities and appropriate strategies/activities for working with students with disabilities. Knowledge of and ability to administer and/or interpret educational assessment instruments/results. Knowledge of the Individualized Education Program (IEP) process. Ability to write appropriate IEPs. Knowledge of the Functional Behavior Process (FBA) and experience developing and implementing Behavior Intervention Plans (BIP). Knowledge of the general education curriculum and the Maryland College and Career Ready Standards. Demonstrated effective interpersonal skills when working with diverse groups (parents, other professionals, students, teachers, administrators, community agency representatives). Demonstrated ability to problem solve, make informed decisions and communicate effectively with all stakeholders during daily routines and when presented with stressful situations. Ability to interpret data to adjust instruction, write appropriate goals and objectives and/or communicate appropriate progress. Demonstrated success in accomplishing tasks akin to the responsibilities listed below. Such alternatives to the above qualifications as the Calvert County Public Schools may find appropriate and acceptable. ESSENTIAL JOB FUNCTIONS, RESPONSIBILITIES, AND DUTIES Plans and provides for appropriate learning experiences for students. Supervises students in a variety of school-related settings. Earns and maintains non-violent Calvert County Public School Crisis Management Training (includes Crisis Prevention Intervention (CPI), Trauma Informed Care, COMAR Law Training related to restraint, seclusion, and exclusion, Risk Related to the use of Restraint Training, and Documentation of Crisis Events Training), Ukeru Crisis Management Training, Restorative Practices Training, and other trainings and certifications as required by the Director of Special Education, Director of Student Services and the building Principal or Assistant Principal. Monitors and evaluates student outcomes/progress. Writes appropriate IEPs and completes paperwork related to the IEP process in a timely manner. Collaborates with staff to conduct FBAs and develop BIPs. Communicates and interacts with students, parents, staff and community. Develops, selects, and modifies instructional plans and materials to meet the needs of all students. Provides an atmosphere and environment conducive to the intellectual, physical, social, behavioral and the emotional development of children. Collaborates with general education teachers, related service providers, instructional assistants, building administrators and central office staff to meet the academic, social, emotional and behavioral needs of students. Participates in staff development programs as directed. Strives to maintain and improve professional competence. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials, and facilities. Maintains regular, on‑time attendance. Serves on special committees. Thinks, concentrates, and interacts with others. Works flexible hours as necessary. Works under stress and meets all deadlines. An 10‑month Special Education Teacher will be required to work a flexible schedule when requested/approved by the building administration. This may include but is not limited to: Required attendance at predetermined meetings before or after the scheduled school day and/or scheduled school year. Assisting in the management of crisis situations that may occur at the end of a school day. Attending professional development sessions outside of the scheduled school day and/or scheduled school year. Attending workgroups for program development outside of the scheduled school day and/or scheduled school year.

OTHER JOB DUTIES

(Duties listed are not intended to be all inclusive nor limit duties that might reasonably be assigned.) Performs related work as required or assigned by the principal, designee, or supervisor of Special Education.

SPECIAL REQUIREMENTS

None

PHYSICAL DEMANDS

Position requires significant periods of standing and walking and is performed in a typical school environment. Work may require physical as well as psychological confrontations with aggressive students. Special Education teachers assigned to programs serving students with physical disabilities may be required to lift or assist with lifting students at various times during the instructional day. Special Education teachers assigned to programs serving students with aggressive behaviors will be required to maintain non‑violent crisis intervention certification and may be required to use non‑violent crisis intervention.

UNUSUAL DEMANDS

May be subject to a flexible work schedule.

FLSA STATUS

Exempt

TERMS OF EMPLOYMENT

Ten (10) month position and salary commensurate with qualifications and experience applied to the current Calvert County Public Schools’ salary schedule for teachers. All employees are encouraged to have automatic payroll deposit.

EVALUATION

Performance will be evaluated in accordance with the policy on evaluation as established by the Calvert County Public Schools.

EFFECTIVE DATE OF POSITION

2026-2027 SY

APPLICATION PROCEDURE

Position will remain open until filled; 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, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability, 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 or prospective student or the parent or guardian of a current or prospective student because of an individual’s race, ethnicity, color, religion, sex, national origin, 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 View phone number on click.appcast.io For further information on notice of non‑discrimination, visit the Office for Civil Rights Complaint Assessment System at or call View phone number on click.appcast.io. #J-18808-Ljbffr Calvert County Public School District