An English or Language Arts Teacher teaches English in elementary to secondary schools. Focuses on English, writing, composition, literature, and critical analysis. In elementary school, language arts classes focus on basic reading, writing and linguistic / communication skills. In middle school, the English curriculum evolves and expands to include more complicated reading comprehension, such as fiction, poetry and essays. In teaching high school, the focus relies on developing analytical skills.
(GRADES 1-6) Baltimore Lab School (BLS) seeks a full-time Lower School Classroom Teacher for the 2026-2027 school year. BLS is an innovative learning community fostering scholarship and creativity in students with unique strengths and diverse learning needs. In an environment of inquiry, hands-on exploration, and the arts, students learn to advocate for themselves as they become engaged and compassionate members of a global society. BLS Teachers are responsible for creating student-centered and engaging classrooms focused on student learning. Being present in the classroom with students is an essential function of this position.
Professional Competencies:
Demonstrates knowledge of content and pedagogy by using Sally Smith's Academic Club Methodology and additional resources and teaching strategies to engage students in learning. Teaching strategies include multisensory instruction, project-based learning, arts integration, whole group learning, small group learning, think-pair-share, every pupil response, formative Bloom's Taxonomy-based questions that align to and support the development of the lesson objective, use of instructional /assistive technology that enhances learning.
Demonstrates knowledge of students by using various ways to determine students' learning styles and preferences. The classroom teacher uses evidence from learning styles and preferences in lesson planning and delivery of instruction. The classroom teacher also assesses students for areas of need in their executive functioning skills and uses this information to fully engage students.
Plans student-centered lessons based on the 7E format and the principles of Universal Design for Learning.
Demonstrates knowledge of resources by selecting resources that recruit multiple modalities through delivery of instruction and assessment of learning.
Demonstrates effective use of instructional technology to enhance process and product.
Designs student assessments that are both formative and summative in nature. Formative assessments are varied through strategic questioning rooted conspicuously in Bloom's Taxonomy, lesson activities that are aligned to the lesson objective (paper-pencil, oral, technology-enhanced). Summative assessments are varied similarly to formative assessments, but they also take form as project or performance-based activities.
Establishes a culture for learning by giving students choice of process and product each day. Students are given options in how they process their learning (assistive tech, use of pre-written notes, small group instruction, non-linguistic models, video/discussion hybrid) and how they are assessed (product of learning). Examples of choice of product include project-based, video-based, paper-pencil, oral).
Organizes the physical space of the classroom in a way that allows students chances to move around and complete work in comfortable way that aligns to learning style and preferences.
Communicates with students in dignified, respectful ways that model appropriate expected behaviors.
Uses varied and engaging questioning and discussion techniques to fully support student learning and enhance instruction and assessment.
Demonstrates flexibility and responsiveness in meeting the needs of all students and their IEP/PEP goals and objectives.
Is an active participant in the school's collaborative and professional learning community including working with members of the arts team to incorporate Sally Smith's Academic Club Methodology.
Actively participates in a culture of professional inquiry.
Actively participates in school events by making substantial contributions.
Seeks out opportunities for professional growth and ways to contribute to the total school.
Meets the necessary requirements to maintain licensure as determined by MSDE.
Human Relations Competencies:
Creates an environment of respect and positive rapport by interacting with students in consistent, constructive and affirming ways to enhance learning.
Manages classroom procedures by maintaining a clear routine that students understand.
Manages student behavior by collaboratively developing classroom rules that have clear expectations and consequences.
Communicates with students in dignified and respectful ways that model appropriate expected behaviors.
Frequently communicates with parents/guardians about student progress and needs.
Responds to parental concerns and questions in a timely manner.
Engages families in positive discourse as well as needs-based discourse.
Engages with other faculty and staff in ways that are cooperative, respectful, productive, and goal-oriented.
Is receptive to feedback from colleagues and supervisors.
Supports other colleagues by assisting when needed.
Organizational Competencies:
Frequently reflects on teaching by evaluating daily lessons and citing specific areas of strength and need and how to adjust to meet the needs of students in upcoming lessons.
Maintains records by managing accurate and up-to-date student information regarding completion of assignments, assessment of student work, and assessment of student participation.
Collects data for accurate reporting of IEP/PEP goal progress and documents measurable progress quarterly, meeting all necessary deadlines.
Performs all necessary tasks required of Educational Advisors (EAs), including managing IEPs/PEPs of students assigned to caseload, attending all IEP/PEP meetings, and informing other staff members of IEP/PEP meeting outcomes.
Maintains class website with at least weekly updates regarding classroom assignments and at least quarterly updates of current units.
Reports to work regularly and on time, and adheres to all attendance policies and procedures as outlined in the employee handbook.
Attends all meetings as determined by their supervisor(s) and/or Head of School. This position is evaluated by your supervisor using the aforementioned job descriptions.
Requirements include:
Bachelor's degree from an accredited college or university.
Maryland professional license in Generic Special Education 1-8, 6-Adult, or both, as applicable to the teaching assignment.
Working knowledge and implementation of IEPs, and participation in IEP meetings.
SALARY RANGE
$62,000 - $108,000 annually•Agreed upon salary will be based on years of experience and education level. Interested applicants are requested to submit a cover letter, resume, and copy of current license to Britta Hoffman, Administrative Resource Specialist, at britta.hoffman@baltimorelabschool.org.
SPEECH-LANGUAGE PATHOLOGIST
(FULL-TIME
OR PART-TIME
) Baltimore Lab School (BLS) seeks a full-time or part-time Speech-Language Pathologist for the 2026-2027 school year. Baltimore Lab School is an innovative learning community fostering scholarship and creativity in students with different learning styles. In an environment of inquiry and hands-on exploration, Lab School students learn to advocate for themselves as they become engaged and compassionate members of a global society. Being present in the building is an essential function of this position. Responsibilities include, but are not limited to:
Evaluates and analyzes assigned students' abilities and formulates the students' language profile through a variety of standardized assessments, skilled observation, checklists, histories, and interviews.
Develops individualized programming based on speech and language deficits.
Documents services to ensure accountability of service provision and meet standards for reimbursement of services daily.
Implements assessments and therapy methods that are aligned with best evidence-based practices.
Assesses assigned students regularly, tracks data, and utilizes data to drive therapeutic intervention.
Consistently collaborates with other members of the related services team.
Actively participates in school events as a member of the school community.
Communicates with parents/guardians about student progress and needs.
Collects data for accurate reporting of IEP/PEP goal progress and documents measurable progress quarterly, meeting all necessary deadlines.
Meets the necessary requirements to maintain certification as a speech-language pathologist.
SALARY RANGE
$60,000 - $90,000•Agreed upon salary will be based on years of experience and education level. This position is evaluated by your supervisor using the aforementioned job descriptions. Interested applicants are requested to submit a cover letter, resume, and copy of current license to Britta Hoffman, Administrative Resource Specialist, at britta.hoffman@baltimorelabschool.org.
