Under direction of the director of the Department of Special Education Services (DSES), is responsible for the implementation and monitoring of the Individuals with Disabilities Education Act (IDEA), in accordance with federal/state regulations to ensure the provision of services for students with disabilities. Provides technical and instructional support to schools regarding the identification, evaluation, and placement of students with disabilities. Works collaboratively with school-based admi... more details
Under direction of the director of the Department of Special Education Services (DSES), works collaboratively with administrators, teachers, and parents/guardians to effectively design, implement and monitor student achievement and progress and provide professional learning to staff to promote the academic and behavioral progress of students receiving special education services.
SUMMARY DESCRIPTION:
Under direction of the director of the Department of Special Education Services (DSES), is responsible for the implementation and monitoring of the Individuals with Disabilities Education Act (IDEA), in accordance with federal/state regulations to ensure the provision of services for students with disabilities. Provides technical and instructional support to schools regarding the identification, evaluation, and placement of students with disabilities. Works collaboratively with school-based administrators, teachers, and parents/guardians to effectively design, implement and monitor student achievement and progress. Serves on a variety of central office and school-based committees, and provides professional learning sessions on effective strategies to promote the academic and behavioral progress of students with disabilities.
CERTIFICATE LICENSE:
Must meet State of Maryland teacher certification requirements for special education teacher, or a related field. Special education teacher, K through12 certificate, desirable.
KNOWLEDGE, SKILLS, and ABILITIES:
Thorough knowledge of current research and trends in instructional and behavioral strategies for special education students ages 3 to 21. Knowledge of evidence/research-based academic intervention and instructional strategies. Knowledge of effective instructional practices. Knowledge of COMAR, IDEA, and other legislation that impacts special education services. Thorough knowledge of IEPs, special education learning theory, differentiated instruction, data collection, specially designed instructional practices, and research-based reading and mathematics tier 3 instructional supports and interventions. Ability to appropriately adapt instructional programs and materials for students receiving special education services. Ability to use the Maryland Online Individualized Education Program (IEP) Tool, word processing, spreadsheet, database, and assistive technologies. Ability to contribute to grant writing and progress monitoring. Ability to work effectively with adults in a professional learning community, observe and analyze teaching skills, and assess delivery of curriculum to students with disabilities, current in best instructional practices; collaborates with all aspects of the school community and DSES. Ability to develop, coordinate, and implement professional learning activities. Ability to work effectively with teachers, social workers and psychologists, principals, and parents/guardians to provide students with appropriate services. Ability to plan and coordinate school-based and central office meetings. Demonstrated ability to collect and analyze data, work with Access and Excel databases, use standardized audit tools, and analyze data reports. Demonstrated knowledge/ability to analyze scheduling at all three levels to determine opportunities for increased inclusion and advancement of access for all students to rigorous coursework. Excellent oral/written communication and interpersonal skills. Knowledge of and the ability to apply the six performance standards established for the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS).
EDUCATION, TRAINING, and EXPERIENCE:
Master's degree in special education from an accredited college or university. Five or more years training and experience in assessment, diagnosis, and programming for students with disabilities Grades K-12. Experience chairing IEP meetings. Demonstrated successful experience in planning, coordinating, and conducting professional learning activities. Five or more years of classroom experience working with students with a variety of disabilities, preferably in Grades K-12. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
