Instructional Facilitator, Special Education, Elementary

ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!

ABOUT THE APPLICATION PROCESS

Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.

Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .

Job Posting End Date:

03-10-2026

Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

DESCRIPTION

Under the direction of the Directors, Special Education and the Coordinator, Special Education, Elementary, the Instructional Facilitator will provide instructional and technical assistance to school staff, including administrators, special educators and support staff. The primary focus will be ensuring consistent, high-quality implementation of specially designed instruction, behavioral supports and compliance regulations across schools through observations, professional learning and job embedded coaching.

This position has an anticipated start date during the current school year. Applicants currently employed with another Maryland public school system are responsible for verifying eligibility for release for this non-supervisory position if selected.

MINIMUM QUALIFICATIONS

Applicants must meet all qualifications below to be considered for the vacancy.

Education:

• Master's degree from an accredited college or university in Education, Special Education, Curriculum and Instruction or a related field.

Certification/Licensure:

Priority will be given to applicants who:

• Hold a current Maryland State Department of Education (MSDE) professional certificate or license in each of the areas below at the time of application:

  • Generic Special Education Infant/primary (birth - grade 3) or Elementary/middle (grades 1-8)

  • Administrator I, Administrator II, or Supervisor of Instruction, Assistant Principals, and Principals

Applicants may be considered who:

• Hold a current MSDE professional certificate or license and will complete all requirements for the Supervisor of Instruction, Assistant Principals, and Principals endorsement by the position effective date.

• Hold a current out-of-state educator certificate or license and are eligible for MSDE licensure with the appropriate endorsements in special education and Supervisor of Instruction, Assistant Principals and Principals.

Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Experience:

• Five years of experience as a licensed professional in elementary special education instruction.

• Three years of experience leading beyond the classroom or evidence of leadership roles or leading programs or projects.

PREFERRED QUALIFICATIONS

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don’t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

• Leadership experience in a central office role with broad oversight over projects, processes, or people across schools and offices and decision-making with a district-wide lens.

• Experience serving students at multiple grade levels PreK-8.

• Experience supporting several schools at one time.

• Experience developing and conducting professional learning for a variety of school staff to support special education students.

ESSENTIAL POSITION RESPONSIBILITIES

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

• Provides direct support to administrators and special education teams in an assigned cluster of schools. This includes data analysis to improve teaching and learning and problem-solving issues identified by staff and parents within assigned schools.

• Engages in formal procedures including teacher/staff observation/evaluation, providing input to develop procedures to assure compliance with local, state, and federal regulations and preparing staffing records, budgets, grants, reports, and other essential documents as requested.

• Designs, implements, and evaluates professional learning sessions aligned with staff needs including coaching administrators and staff on implementing special education procedures and processes such as IEP team meetings as appropriate.

• Supports the full continuum of services for students who have IEPs including promoting meaningful inclusion of students with disabilities in general education classrooms. Approves and monitors funding to support materials of instruction and field trips as needed.

• Directs and coordinates the work of special education resource teachers and behavior team members to improve outcomes for students with disabilities.

ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

• Deep understanding of IDEA, Section 504, and state-specific regulations to ensure all IEP processes and alternative framework standards meet legal requirements.

• Familiarity with general education curricula and the specific criteria for "alternative framework standards" for students with significant cognitive disabilities.

• Knowledge of evidence-based strategies for specialized programming, including Universal Design for Learning (UDL) and Applied Behavior Analysis (ABA).

• Understanding of how to interpret standardized testing, progress monitoring, and behavioral data to drive school-wide improvement and student outcomes.

• Knowledge of budgeting, grant management, and staffing ratios within a school district.

• Ability to design and deliver professional development that translates complex regulations into actionable classroom practices for teachers and support staff.

• Proficiency in directing the work of resource teachers and behavior teams, including conducting formal performance evaluations and observations.

• Ability to navigate high-stakes "problem-solving" discussions with parents and staff to reach a consensus on student needs.

• Proficiency in drafting formal reports, grant applications, and staffing records that are accurate and audit ready.

• Ability to support multiple school sites, each with unique demographics and challenges, while maintaining high standards of compliance.

• Ability to explain complex eligibility determinations and framework standards to diverse audiences, including parents, in an empathetic and clear manner.

APPLICATION REQUIREMENTS

Complete applications must be submitted, and once your application has been submitted, you will not be able to add documentation or make any changes. Incomplete applications will not be considered. Resumes will not be accepted in lieu of a completed application.

Supplemental Application Questions

This position requires applicants to provide responses to the below supplemental application questions to determine whether you meet the minimum and preferred qualifications. Please upload your responses in a separate file to the supplemental application questions section of the application.

1) Please list the positions you have held as a licensed educator , and for each, the specific student grade levels you have served.

2) Please identify your experiences leading beyond the classroom, holding leadership roles, or leading programs or projects. Describe the scope of your leadership, oversight, and decision-making and the impact of your leadership on student achievement.

3) Please describe any experience you possess supporting several schools at one time. Identify the position you held in which you gained this experience.

4) Please describe any experience you possess developing and conducting professional learning for a variety of school staff to support special education students. Identify the position you held in which you gained this experience as well as the topic(s), audience, delivery method, and impact on student achievement.

SELECTION CRITERIA

Applicants who meet the minimum qualifications will be included in further evaluation. Interviews will be limited to those applicants who, in addition to meeting the basic requirements, have experience and education which most closely match the position qualifications and the needs of the school system.

EMPLOYMENT INFORMATION

Compensation

This is a 12-month per year position in the Howard County Association of Supervisors and Administrators (HCASA). The current salary range for this position is in the Grade II lane on the Central Office Administrators salary scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCASA Master Agreement which considers relevant prior experience. Under the Fair Labor Standards Act, this position is exempt from overtime.

Telework Program

This position is eligible to participate after the first 60 working days of employment. Telework schedules will be subject to approval and determined by the department and/or supervisor.

Retirement

Membership in the Maryland State Retirement Agency (MSRA) pension plan is a mandatory condition of employment for all employees who meet the eligibility and membership criteria defined in the State Personnel and Pensions Article and the Code of Maryland Regulations (COMAR). A qualifying employee cannot reject membership, nor can an ineligible employee elect membership. The annual contribution to the pension plan will be 7% of an employee’s annual salary.

Benefits

HCPSS offers a comprehensive benefits package for eligible employees. Information about additional benefits such as paid time off can be found in the negotiated agreement for employees in this bargaining unit.

Pre-Employment Requirements

Professional references will be contacted prior to any offer of employment. Recommended candidates will be required to provide references from current and recent supervisors.

All employees, regular and temporary, must be fingerprinted, have a criminal background investigation completed, and successfully complete the Maryland Employment History Review, pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland. In addition, some positions will require completion of a physical examination and/or drug testing.

Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the United States. HCPSS participates in E-Verify and does not offer employee sponsorship.

For questions regarding this posting, please contact Sandy Saval at sandy_saval@hcpss.org .

EQUAL OPPORTUNITY EMPLOYER

To request an accommodation during the application or interview process due to a documented disability, please email humanresources@hcpss.org .

HCPSS celebrates diversity and is committed to creating an inclusive environment for all employees and applicants and prohibits discrimination, harassment, and retaliation of any kind. HCPSS is committed to the principle of equal employment opportunity for all employees in providing them with a work environment free of discrimination and harassment. All employment decisions at HCPSS are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, veteran status or present military service, family medical history or genetic information, family or parental status, or any other characteristic protected by federal, state or local laws.