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Form of workSUMMARY DESCRIPTION:
Under the supervision of school administration, provides leadership to the Special Education department or program within high schools. Serves as the liaison to the Division of School-Based Special Education Services. Supports Special Education classroom teachers in the instructional program and planning for appropriate learning experiences for students with disabilities. Serves as an instructional role model, supports the development of a professional learning community within the department and the school, observes and analyzes instructional practices related to teacher professional growth and evaluation.
CERTIFICATE LICENSE:
Meets Maryland State Department of Education certification requirements for an Advanced Professional Certificate (APC) in Special Education.
KNOWLEDGE, SKILLS, and ABILITIES:
Knowledge of the Montgomery County Public Schools (MCPS) curriculum, learning theory, differentiated instruction, data collection, and research-based instructional practices. Thorough knowledge of the MCPS Special Education program, Individualized Education Program (IEP), Every Student Succeeds Act (ESSA 2015), Individuals with Disabilities Education Act (IDEA 2004), and state and federal policies related to Special Education. Ability to work well with students with disabilities, teachers, other professionals, administrators, and parents/guardians of students with disabilities. Ability to appropriately adapt instructional programs and materials to meet the needs of students with disabilities. Ability to work effectively with adults in a PLC, 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. Excellent oral and written communication and human relations 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:
Masters degree or Master's equivalency from an accredited college or university in Special Education, guidance, general education, educational administration and supervision, or a related field. Certification in a secondary content area is desirable. Three years or more of successful classroom experience as a Special Education teacher working with students with varying special instructional needs. Two distinctly different Special Education teaching experiences preferred. 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.
