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WORKING @ BLS

Baltimore Lab School (BLS) is an innovative learning community fostering scholarship and creativity in students with a variety of language-based learning disabilities and ADHD. In an environment of inquiry and hands-on exploration, BLS students learn to advocate for themselves as they become engaged and compassionate members of a global society.

All BLS employees are dedicated to the education and growth of students with learning differences. Our staff are collaborative, caring professionals who provide the best education possible to our students. They achieve this through implementing an arts-infused, project-based curriculum that adheres to Common Core standards. Join an amazing group of educators making a difference!

Baltimore Lab School was the recipient of the Baltimore Sun Top Workplaces Award for 2015, 2016, 2017, and again in 2019. BLS was the top-ranked school in its category because it is an exceptional, exciting, and rewarding place to work, according to those who work here. All full-time employees receive medical, dental, and life insurance benefits. Ask us about our new pay structure!

CAREER OPPORTUNITIES

2025-2026 School Year


Baltimore Lab School (BLS) seeks a full-time Middle School Social Studies Teacher for the 2025-2026 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 certification 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: $58,000 - $100,000 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 Ashley Gladfelter, HR Manager at ashley.gladfelter@baltimorelabschool.org


Baltimore Lab School seeks applicants for future Classroom Teacher/Special Educator openings to create a candidate pool for the 2025-2026 school year. 

Responsibilities include, but are not limited to:
  • Planning and implementing daily lessons following the 7E learning cycle model.
  • Planning units of instruction that meet Maryland State curriculum standards.
  • Differentiating instruction for students with learning disabilities.
  • Collaboration with colleagues including related services staff, educational services team, and peer teachers.
  • Serving as an Educational Advisor for a small caseload of students. This includes quarterly data tracking, progress updates, and attending once or twice annual IEP / PEP meetings
  • Collaborating with arts team members to plan and provide cross-curricular instruction.
  • New staff report for Mentee Induction from Wednesday, August 13 to Friday, August 15, 2025.
  • All staff report for Staff Orientation Week from Monday, August 18 to Friday, August 22, 2025.
  • All staff participate in Back to School Orientation for families on Monday, August 25, 2025.
  • The first day of school is Tuesday, August 26, 2025. 

Requirements include:
  • Bachelor’s degree from an accredited college or university.
  • Valid teacher’s certificate or license in the area of General Special Education, in another area with eligibility to add a General Special Education endorsement, or in the process of having an application for certification reviewed by the Maryland State Department of Education.
  • Working knowledge and implementation of IEPs and participation in IEP meetings.

Salary Range: $58,000 - $100,000 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 Ashley Gladfelter, HR Manager, at ashley.gladfelter@baltimorelabschool.org.

ONGOING RECRUITMENT


Baltimore Lab School is always seeking daily Substitute Teachers in all grade levels and content areas.

PREFERRED REQUIREMENTS INCLUDE: 
  • Experience working in a nonpublic or special education school.
  • Bachelor’s degree from an accredited college or university (preferred, not required).

PAY RANGE: $15.50/hr - $23.75/hr
 

Interested applicants are requested to submit a resume and copy of degree and/or transcript (if applicable) to Ashley Gladfelter, HR Manager, at ashley.gladfelter@baltimorelabschool.org.


Every semester, Baltimore Lab School hosts undergraduate and graduate students from local colleges and universities. These opportunities have included internships, student teaching, and service learning projects. During their time here, these undergraduate and graduate students work with a variety of Baltimore Lab School faculty and staff in classrooms, admissions, development, alumni relations, outdoor education, after-school programs, and more.

For more information about these opportunities, please contact Jennifer Kelleher, Education Director, at jennifer.kelleher@baltimorelabschool.org or 410-735-0020. 


 

WHY BLS?

 

Baltimore Lab School strives to hire a diverse staff in order to prepare students to be global citizens by exposing them to people from different cultures and social groups, along with the opportunity to affirm students' cultural identities and enhance the learning environment. This can also provide employees with an opportunity to work, learn, and grow with a diverse group of people. 

Baltimore Lab School does not discriminate on the basis of race, gender, religion, sexual orientation, or national or ethnic origin in the administration of its hiring practices.

Ashley Gladfelter
Human Resources

EMPLOYEE PERKS

Learn more about the growth opportunities, discounts, and benefits BLS employees enjoy.