special education coordinator

Sunny Days

<div>Program Coordinator - Early Intervention
Sunny Days is seeking a full-time Program Coordinator for our Greater Sacramento Early Intervention program. This fast-paced, high-volume, administrative coordination position will manage and process referrals from Alta California Regional Center.
Duties include facilitating the coordination of services for children enrolled in our home-based, early intervention program by communicating via email and phone with in-home field staff, regional center service coordinators, and families. The program coordinator is also responsible for managing and processing a high volume of digital paperwork, tracking spreadsheets and database reports and to ensure compliance with our agency policies and contracts.
We are looking for a high-quality candidate with direct service experience, ideally in the field of early intervention and/or education, who is interested in joining our Sunny Days coordination team!
To be effective in this role, candidates must:
<ul><li>Possess superior communication skills and have the ability to build and sustain relationships with a variety of stakeholders solely via email and phone.</li>
<li>Be highly organized with exceptional time management skills.</li>
<li>Be detail-oriented, finding enjoyment in fitting the puzzle pieces together.</li>
<li>Have strong computer literacy and data management skills.</li>
<li>Have solid clinical experience and expertise with young children, birth to three.</li>
</ul>
Minimum Requirements:
<ul><li>Bachelor&rsquo;s degree in special education or related field; Master&rsquo;s degree preferred.</li>
<li>Minimum of two years of experience working with children; early intervention, infants/toddlers/preschoolers preferred.</li>
<li>Minimum of two years working in an administrative capacity.</li>
<li>Computer literacy and data entry experience.</li>
<li>Bilingual English/Spanish skills a plus!</li>
</ul>
What Sunny Days offers:
<ul><li>Competitive salary 70,000 - 71,000 per year</li>
<li>Great benefits package</li>
<li>Positive and supportive work environment</li>
<li>Remote position</li>
</ul>
Sunny Days of California, Inc. provides quality, home-based, early intervention services to children birth to three years who have developmental delays and/or disabilities. Our family-centered, parent coaching approach guides families to incorporate support strategies into their daily routines, maximizing their child&rsquo;s ability to participate in all aspects of their daily lives.
If you have experience or are looking for a position in any of the following fields, we encourage you to apply: Child, Children, Child Development, Developmental Disabilities, Special Education, Social work, Social worker, Social Services, Psychology, MFT, Marriage Family Therapist, Counselor, Therapist, Education, Early Intervention, Teacher, Special Education teacher, Early childhood education, Human Development.
For more information on Sunny Days of California, Inc. and the services that we provide, please visit www.sunnydays.com.
Sunny Days is an EOE/M/F/D/V/SO</div>

Program Coordinator

Calvary Chapel Fellowship of Melbourne

<div><div><div>Benefits:</div>
<ul><li>Dental insurance</li>
<li>Employee discounts</li>
<li>Health insurance</li>
<li>Paid time off</li>
<li>Parental leave</li>
<li>Vision insurance</li>
<li>Wellness resources</li>
</ul></div><div><div>Reports To: Head of School 
FLSA Status: Salary (Exempt) 
Hours/week: 40 Hours, Full-time 
Campus: Melbourne 
 
We exist to glorify God by being a loving community where people are saved, set free, discipled, empowered, and sent out to fulfill their God-given calling. 
 
Job Summary: 
The CCA Resource Coordinator is to coordinate provision of services enabling students with resource needs to succeed academically to the best of their ability. 
 
Job Responsibilities: 
<ul><li>Utilize appropriate strategies and problem-solving tools to make decisions regarding planning, utilization of federal, state, and/or county funds, delivery of services, and evaluation of services provided</li></ul>
(1 Corinthians 4:2) 
<ul><li>Effectively and clearly provide information to supervisors, parents, teachers, and other professionals, and participate in long-range planning (1 Peter 5:2-3)</li><li>Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies and administrative regulations (1 Corinthians 14:33)</li><li>Conduct an annual review of the program with recommended revisions, such as policies or procedures relating to the resource department</li><li>Maintain confidentiality regarding school and workplace matters (Proverbs 11:13)</li><li>Meet with public school personnel as necessary to coordinate efforts to implement plans for providing services to meet the needs of students</li><li>Manage and administer an appropriate program of instruction or support materials for students identified as having learning disabilities or other special needs</li><li>Act as a liaison to parents and teachers with regards to student concerns, academic and behavioral issues</li><li>Provide parents and teachers with suggestions on how to be more effective with Specific Learning Disability students</li><li>Meet with other professionals to discuss individual students&rsquo; needs and progress, and hold conferences with parents concerning IEP&rsquo;s, SP&rsquo;s, or Service Plans</li><li>Prepare an Individual Education Plan (IEP), Student Plan (SP), or Service Plan for each child identified as having learning disabilities or other special needs, monitoring and updating plans as necessary</li><li>Employ special education strategies and techniques during instruction, demonstration, and work time that provide students with opportunities to observe, question and investigate</li><li>Observe and evaluate students&rsquo; performance, behavior, social development and physical health
</li><li>Conduct an annual evaluation of the Admissions Placement tests that includes a report of the results of the tests administered during the year</li><li>Determine which programs CCA should be a part of to comply with federal and state legislation</li><li>Assist in interpreting statutes, Department of Education rules, programs, policies and procedures of the school district as they relate to resource and meeting the needs of private school students with special needs</li><li>Serve as a resource and liaison to state and federal employees to coordinate administration of state and local services to CCA students during the school day</li><li>Coordinate the scheduling of the Reading Remediation, Strategic Intervention, and NILD or LIPS programs, communicating to the teachers and administration to ensure it is running effectively</li><li>Attend training sessions, professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence, to keep abreast of current practices, programs, and legal issues</li><li>Coordinate and administer mentor volunteer program, including screening volunteers and arranging student schedules to accommodate mentor tutoring</li><li>Work with the Curriculum Director to provide teachers with a variety of professional development opportunities, obtaining knowledge of regulations for using state and federally provided funds towards various professional development opportunities</li><li>Conduct an annual evaluation of the personnel in the Resource Department
</li><li>Coordinate the administration of hearing and vision screening for all interested students and schedule any necessary calibration or equipment as needed</li><li>Report the results of any administered hearing and vision screenings to parents</li><li>Other duties as assigned by Supervisor (Colossians 3:23)</li></ul> 
Job Skills and Competencies: 
<ul><li>Education Level &ndash; Bachelor&rsquo;s Degree in Special Education (A Master&rsquo;s Degree in Special Education is preferred)</li><li>Hold a minimum of an ACSI temporary teacher certification or be willing to participate in a program to complete the requirements for certification within a specified time period</li><li>Minimum of five years working in this field</li><li>Excellent verbal, written and interpersonal communication skills</li><li>Organization, administrative, and leadership skills (1 Corinthians 14:40)</li></ul></div></div></div>

2025-2026 Resource Coordinator- Calvary Chapel Academy

Qatar University

<div>1- Identify the training and professional development needs of educators.
2- Design professional development plans based on the needs of educators.
3- Planning specialized and general educational programs and projects.
4- Developing innovative educational programs suitable for educators and students.
5- Designing and preparing high-quality training packages.
6- Conducting training workshops for the target groups.
7- Follow up on the implementation of educational programs and evaluate the impact of training.
8- Providing constructive feedback on classroom practice to teachers of special education.
9- Group and individual guidance and counseling for educators.
10- Participating in conferences, forums, and special events at Qatar University.
11- Writing reports on the educational programs provided.
12- Collecting and analyzing data related to professional development activities and extracting recommendations from them.
13- Participating in the center committees.
14- Keeping abreast of recent developments in the educational field and applying them in the work environment.
15- Participating in educational research at Qatar University.
16- Performing other tasks and duties that may be occasionally required in order to meet the requirements of the role and the aims of the University.
In addition to the above responsibilities, the Professional Development Specialist &ndash; Special Education will:<ul><li> Work as a consultant, and mentor in supporting deputies, coordinators, and school teachers.</li><li> Develop and adapt the special education curriculum at all levels.</li></ul>
Qualifications
 Education and Certificates<ul><li> Bachelor's degree in Special Education.</li><li> Master's degree in teaching methods in the field of Special Education.</li></ul>
Languages<ul><li> Arabic &amp; English</li></ul>
Experience<ul><li> At least seven years of teaching experience in K to Grade 12 schools or similar school systems.</li><li> At least five years of experience as a Special Education Coordinator.</li></ul>
Required Documents
<div>Non Academic:</div>
<div><ul><li>Curriculum Vitae with cover letter.</li></ul>
<ul><li>Experience Certificates.</li></ul>
<ul><li>At least three references including contact numbers and email addresses.</li></ul>
<ul><li>Highest Academic Qualification.</li></ul></div>
Academic:
<div><ul><li>Current Curriculum Vitae with Cover letter.</li></ul>
<ul><li>Teaching,research, and service philosophy.</li></ul>
<ul><li>Three referees&rsquo; contact information (physical and email addresses as well their telephones contact).</li></ul>
<ul><li>Copy of highest earned credential (transcript of highest degree if graduated from an institution where course work was completed. However, if no course work was completed,an copy of certificate letter from the registrar of your highest credential granting institution regarding your highest academic degree).</li></ul>
<ul><li>Any additional documentation that you feel is relevant to your application.</li></ul></div>
Benefits
<div>Non Academic:</div>
<div><ul><li>Competitive tax-free salary.</li></ul>
<ul><li>Housing allowance in accordance with HRM Law.</li></ul>
<ul><li>Annual air tickets for candidate and dependents according to QUHR policies.</li></ul>
<ul><li>Public health care and health insurance to candidate and family members according to QU HR policies.</li></ul>
<ul><li>Annual leave in accordance with HRM Law.</li></ul>
<ul><li>End-of-contract indemnity.</li></ul></div>
Academic:
<div><ul><li>A three-year renewable contract.</li></ul>
<ul><li>Salary is commensurate with experience.</li></ul>
<ul><li>Tax-free salary.</li></ul>
<ul><li>Furnished accommodation in accordance with QU HR policies.</li></ul>
<ul><li>Annual air tickets for faculty member and dependents in accordance with QU HR policies.</li></ul>
<ul><li>Educational allowance for candidate's children (eligible candidates only) in accordance with QU HR policies.</li></ul>
<ul><li>Private health care and health insurance in accordance with QU HR policies.</li></ul>
<ul><li>Annual leave in accordance with QU HR policies.</li></ul>
<ul><li>End-of-contract indemnity.</li></ul></div>
How To Apply
<div> New Applicant: You need to setup an account with QU Recruitment Online website (https://careers.qu.edu.qa) and complete your personal profile. Once your profile is complete you may use it to apply for an open Position.</div></div>

Professional Development Specialist (Female) - Special Education

Howard County Public School System

<div>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 of Special Education and the Coordinator of Specialized Programming, the Instructional Facilitator will provide instructional and technical assistance to school staff working in specialized programs from K-12 including Cedar Lane School. Their 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:
<ul><li>Master's degree from an accredited college or university in Education, Special Education, Curriculum and Instruction or a related field.
</li></ul>Certification/Licensure:
Priority will be given to applicants who:
<ul><li>Hold a current Maryland State Department of Education (MSDE) professional certificate or license in each of the areas below at the time of application:
<ul><li>Generic Special Education (any age/grade band)
</li><li>Administrator I, Administrator II, or Supervisors of Instruction, Assistant Principals and Principals
</li></ul></li></ul>Applicants may be considered who:
<ul><li>Hold a current MSDE professional certificate or license and will complete all requirements for the Supervisors of Instruction, Assistant Principals, and Principals endorsement by the position effective date.
</li><li>Hold a current out-of-state educator certificate or license and are eligible for MSDE licensure with the appropriate endorsements in special education and Supervisors of Instruction, Assistant Principals and Principals.
</li></ul>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:
<ul><li>Five years of instructional experience as a licensed professional in specialized special education programs (e.g., regional, self-contained, non-public, public separate day school).
</li><li>Three years of experience leading beyond the classroom or evidence of leadership roles or leading programs or projects.
</li></ul>PREFERRED QUALIFICATIONS
The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don&rsquo;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.
<ul><li>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.
</li><li>Experience serving students at both the elementary and secondary levels in at least two specialized program types (e.g., regional, self-contained, non-public, public separate day school).
</li><li>Experience supporting several schools at one time.
</li><li>Experience developing and conducting professional learning for a variety of school staff to support special education students.
</li></ul>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.
<ul><li>Provides direct support to administrators and special education teams that have specialized programming. This includes data analysis to improve teaching and learning, solving issues identified by staff and parents within assigned schools, and supporting discussions and determinations of eligibility for the alternative framework standards.
</li><li>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.
</li><li>Directs and coordinates the work of special education resource teachers and behavior team members to improve outcomes for students with disabilities in specialized programs. Approves and monitors funding to support materials of instruction and field trips as needed.
</li><li>Supports the full continuum of services for students who have IEPs, including promoting meaningful inclusion of students with disabilities in general education classrooms as possible.
</li><li>Engages in formal procedures including teacher/staff observation/evaluation, provides input to develop procedures to assure compliance with local, state, and federal regulations and prepares staffing records, budgets, grants, reports, and other essential documents as requested.
</li></ul>ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES
<ul><li>Deep understanding of IDEA, Section 504, and state-specific regulations to ensure all IEP processes and alternative framework standards meet legal requirements.
</li><li>Familiarity with general education curricula and the specific criteria for &quot;alternative framework standards&quot; for students with significant cognitive disabilities.
</li><li>Knowledge of evidence-based strategies for specialized programming, including Universal Design for Learning (UDL) and Applied Behavior Analysis (ABA).
</li><li>Understanding of how to interpret standardized testing, progress monitoring, and behavioral data to drive school-wide improvement and student outcomes.
</li><li>Knowledge of budgeting, grant management, and staffing ratios within a school district.
</li><li>Ability to design and deliver professional development that translates complex regulations into actionable classroom practices for teachers and support staff.
</li><li>Proficiency in directing the work of resource teachers and behavior teams, including conducting formal performance evaluations and observations.
</li><li>Ability to navigate high-stakes &quot;problem-solving&quot; discussions with parents and staff to reach a consensus on student needs.
</li><li>Proficiency in drafting formal reports, grant applications, and staffing records that are accurate and audit-ready.
</li><li>Ability to evaluate the effectiveness of specialized programs and pivot strategies to improve student outcomes.
</li><li>Ability to support multiple school sites, each with unique demographics and challenges, while maintaining high standards of compliance.
</li><li>Ability to explain complex eligibility determinations and framework standards to diverse audiences, including parents, in an empathetic and clear manner.
</li></ul>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 professional in a specialized special education program, and for each, identify the program type and specific student grade levels 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&rsquo;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.</div>

Instructional Facilitator, Special Education, Specialized Programming

<div>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:
<ul><li>Master's degree from an accredited college or university in Education, Special Education, Curriculum and Instruction or a related field.
</li></ul>Certification/Licensure:
Priority will be given to applicants who:
<ul><li>Hold a current Maryland State Department of Education (MSDE) professional certificate or license in each of the areas below at the time of application:
<ul><li>Generic Special Education Infant/primary (birth - grade 3) or Elementary/middle (grades 1-8)
</li><li>Administrator I, Administrator II, or Supervisor of Instruction, Assistant Principals, and Principals
</li></ul></li></ul>Applicants may be considered who:
<ul><li>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.
</li><li>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.
</li></ul>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:
<ul><li>Five years of experience as a licensed professional in elementary special education instruction.
</li><li>Three years of experience leading beyond the classroom or evidence of leadership roles or leading programs or projects.
</li></ul>PREFERRED QUALIFICATIONS
The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don&rsquo;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.
<ul><li>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.
</li><li>Experience serving students at multiple grade levels PreK-8.
</li><li>Experience supporting several schools at one time.
</li><li>Experience developing and conducting professional learning for a variety of school staff to support special education students.
</li></ul>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.
<ul><li>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.
</li><li>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.
</li><li>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.
</li><li>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.
</li><li>Directs and coordinates the work of special education resource teachers and behavior team members to improve outcomes for students with disabilities.
</li></ul>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.
<ul><li>Deep understanding of IDEA, Section 504, and state-specific regulations to ensure all IEP processes and alternative framework standards meet legal requirements.
</li><li>Familiarity with general education curricula and the specific criteria for &quot;alternative framework standards&quot; for students with significant cognitive disabilities.
</li><li>Knowledge of evidence-based strategies for specialized programming, including Universal Design for Learning (UDL) and Applied Behavior Analysis (ABA).
</li><li>Understanding of how to interpret standardized testing, progress monitoring, and behavioral data to drive school-wide improvement and student outcomes.
</li><li>Knowledge of budgeting, grant management, and staffing ratios within a school district.
</li><li>Ability to design and deliver professional development that translates complex regulations into actionable classroom practices for teachers and support staff.
</li><li>Proficiency in directing the work of resource teachers and behavior teams, including conducting formal performance evaluations and observations.
</li><li>Ability to navigate high-stakes &quot;problem-solving&quot; discussions with parents and staff to reach a consensus on student needs.
</li><li>Proficiency in drafting formal reports, grant applications, and staffing records that are accurate and audit ready.
</li><li>Ability to support multiple school sites, each with unique demographics and challenges, while maintaining high standards of compliance.
</li><li>Ability to explain complex eligibility determinations and framework standards to diverse audiences, including parents, in an empathetic and clear manner.
</li></ul>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&rsquo;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.</div>

Instructional Facilitator, Special Education, Elementary

Henry County

<div>Job Summary
Henry County Schools
Special Education Teacher
Job Description
QUALIFICATIONS:
<div><ul><li>Bachelor&rsquo;s degree from an accredited educational institution.</li></ul>
<ul><li>Certified by the State of Alabama in the appropriate area.</li></ul>
</div>KNOWLEDGE, SKILLS AND ABILITIES:
Ability to develop and implement an Individual Education Plan (IP). Knowledge of child development and especially of characteristics of mentally handicapped children in the age group assigned. Knowledge of the prescribed curriculum. Knowledge of current educational research relating to the instruction of mentally handicapped students. Basic understanding and knowledge of current technology. Knowledge of learning styles and skill in using varied teaching methods to address student learning styles. Skill in oral and written communication with students, parents and others. Ability to plan and implement activities for maximum effectiveness. Ability to assess levels of student achievement effectively, analyze test results and prescribe actions for improvement. Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn. Ability to work effectively with peers, administrators and others. Knowledge of laws, policies and procedures relating to the education of handicapped students and of the operation of adaptive equipment required by students.
REPORTS TO:
Principal/Special Education Coordinator
JOB GOAL
To provide an educational atmosphere in which students will move toward the fulfillment of their potential for intellectual, emotional, physical and psychological growth and maturation in accordance with System philosophy, goals and objectives.
SUPERVISES:
Aide (if assigned)
PERFORMANCE RESPONSIBILITIES:
<div><ul><li>Create or select long-range plans and write a student&rsquo;s annual IEP based on a review of system and state curriculum</li></ul>
</div>priorities, instructional priorities and student&rsquo;s handicapping condition.
<div><ul><li>Define goals and objectives for unit and daily plans.</li></ul>
<ul><li>Sequence content and activities appropriately.</li></ul>
<ul><li>Identify specific intended learning outcomes which are challenging, meaningful and measurable.</li></ul>
<ul><li>Revise plans based on student needs.</li></ul>
<ul><li>Plan and prepare a variety of learning activities considering individual student&rsquo;s culture, learning styles, special needs and socio-economic background.</li></ul>
<ul><li>Develop or select instructional activities which foster active involvement of students in the learning process.</li></ul>
<ul><li>Plan and prepare lessons and instructional strategies which support the school improvement plan and the system mission.</li></ul>
<ul><li>Select, develop, modify and/or adapt materials and resources which support learning objectives and address students&rsquo; varying learning styles, backgrounds, and handicapping conditions.</li></ul>
</div><div><ul><li>Establish and maintain a positive and safe learning environment in which students are encouraged to be actively engaged in the learning process.</li></ul>
<ul><li>Maintain a clean, attractive and organized learning environment.</li></ul>
<ul><li>Maintain academic focus by using a variety of motivational techniques.</li></ul>
<ul><li>Establish and use behavior management techniques which are appropriate and effective.</li></ul>
<ul><li>Establish routines and procedures and work with students on consistently following them.</li></ul>
<ul><li>Create a learning climate that is challenging, yet non-threatening.</li></ul>
<ul><li>Maintain instructional momentum with smooth and efficient transitions from one activity to another.</li></ul>
<ul><li>Establish an appropriate testing environment and ensure test security.</li></ul>
<ul><li>Establish and maintain effective and efficient record keeping procedures.</li></ul>
<ul><li>Manage time effectively.</li></ul>
<ul><li>Develop routines and efficient techniques for minimizing time required for administrative and organizational activities.</li></ul>
<ul><li>Manage materials and equipment effectively.</li></ul>
<ul><li>Organize materials for efficient distribution and collection.</li></ul>
<ul><li>Instruct and supervise the work of volunteers and aides when assigned.</li></ul>
<ul><li>Assist in enforcement of school rules, administrative regulations and Board policy.</li></ul>
<ul><li>Develop and use assessment strategies (traditional and alternative) to assist the continuous development of learners.</li></ul>
<ul><li>Interpret and use data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.</li></ul>
<ul><li>Use ongoing assessment to monitor student progress, verify that learning is occurring and adjust curriculum and instruction.</li></ul>
<ul><li>Provide feedback to students about the appropriateness of responses and quality of work with a focus on improving student performance.</li></ul>
<ul><li>Communicate, in understandable terms, individual student progress knowledgeably and responsibly to the student, parents and professional colleagues who need access to the information.</li></ul>
<ul><li>Encourage self-assessment by students and assist them in developing plans for improving their performance.</li></ul>
<ul><li>Administer standardized tests in accordance with directions provided, including proctoring and secure handling of materials.</li></ul>
<ul><li>Evaluate the effectiveness of instructional units and teaching strategies.</li></ul>
<ul><li>Demonstrate knowledge and understanding of curriculum content.</li></ul>
<ul><li>Communicate high learning expectations for all students.</li></ul>
<ul><li>Apply principles of learning and effective teaching in instructional delivery.</li></ul>
<ul><li>Monitor learning activities, providing feedback and reinforcement to students.</li></ul>
<ul><li>Use a variety of instructional strategies appropriate for teaching students from diverse backgrounds with different learning styles and special needs.</li></ul>
<ul><li>Use appropriate techniques and strategies to enhance the application of critical, creative and evaluative thinking capabilities of students.</li></ul>
<ul><li>Use appropriate materials, technology and resources to help meet the learning needs of all students.</li></ul>
<ul><li>Assist students in assessing, interpreting and evaluating information from multiple sources.</li></ul>
<ul><li>Provide appropriate instruction and modifications for students with special needs, including limited proficiency in English.</li></ul>
<ul><li>Provide quality work for students which is focused on meaningful, relevant and engaging learning experiences.</li></ul>
<ul><li>Provide instruction on safety procedures and proper handling of materials and equipment.</li></ul>
<ul><li>Foster student responsibility, appropriate social behavior, integrity, valuing of cultural diversity, and respect for self and others, by role modeling and learning activities.</li></ul>
<ul><li>Communicate effectively, orally and in writing, with other professionals, students, parents and community.</li></ul>
<ul><li>Collaborate with students, parents, school staff and other appropriate persons to assist in meeting student needs.</li></ul>
<ul><li>Provide leadership for staffing and IP meetings.</li></ul>
<ul><li>Facilitate mainstreaming and inclusion opportunities. Provide accurate and timely information to parents and students about academic and behavioral performance of students.</li></ul>
</div><div><ul><li>Work with other teachers in curriculum development, special activities, and sharing ideas and resources.</li></ul>
<ul><li>Recognize overt indicators of student distress or abuse and take appropriate intervention, referral or reporting actions.</li></ul>
<ul><li>Engage in continuing improvement of professional knowledge and skills.</li></ul>
<ul><li>Assist others in acquiring knowledge and understanding of a particular area of responsibility.</li></ul>
<ul><li>Keep abreast of developments in instructional methodology, learning theory, curriculum trends and content.</li></ul>
<ul><li>Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignments.</li></ul>
<ul><li>Develop and implement a Professional Development Plan annually in accordance with state and system requirements.</li></ul>
<ul><li>Act in a professional and ethical manner and adhere to professional standards at all times.</li></ul>
<ul><li>Perform assigned duties.</li></ul>
<ul><li>Demonstrate attention to punctuality, attendance, records and reports.</li></ul>
<ul><li>Maintain confidentiality of student and other professional information.</li></ul>
<ul><li>Comply with policies, procedures and programs.</li></ul>
<ul><li>Exercise appropriate professional judgment.</li></ul>
<ul><li>Support school improvement initiatives by active participation in school activities, services and programs.</li></ul>
<ul><li>Ensure that student growth/achievement is continuous and appropriate for age group, subject area and/or student program classification.</li></ul>
<ul><li>Perform other tasks consistent with the goals and objectives of this position.</li></ul>
</div>PHYSICAL REQUIREMENTS:
Heavy Work: Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently and/or up to 20 pounds of force as needed to move objects.
TERMS OF EMPLOYMENT:
Salary and benefits shall be paid consistent with the System&rsquo;s approved compensation plan. Length of the work year and hours of employment shall be those established by the System.
EVALUATION:
Performance of this job will be evaluated in accordance with provisions of the Board&rsquo;s policy on evaluation of personnel.</div>

Special Education Teacher

Irving Independent School District

<div>WAGE/HOUR STATUS: Exempt
REPORTS TO: Campus Administrator
PAY GRADE: Teacher salary (192 days)
DEPARTMENT: Special Education
DATE REVISED: March 2015 
PRIMARY PURPOSE:
Provide special education students with appropriate learning activities and experiences in the most appropriate environment designed to fulfill their potential for intellectual, emotional, physical, and social growth; develop/modify curricula and prepare lessons and teacher instructional materials according to ability levels and based on district&rsquo;s curriculum; work in self-contained, team, departmental, or itinerant capacity as assigned.<ul><li>
</li>Provide intensive behavior intervention and social skills instruction to students with emotional and behavioral disabilities<li>
</li>Provide behavior training, modeling and support for staff at Irving ISD campuses<li>
</li>Provide effective implementation of the students&rsquo; BIP
<li>
</li></ul>QUALIFICATIONS: 
Minimum Education/Certification in one of the following:
Bachelor&rsquo;s Degree<ul><li>
</li>Valid Educator Certification; special education certification required,<li>
</li>Endorsements in applicable teaching areas<li> (Special Ed EC-12 REQUIRED)
</li>Experience or training in working with students with significant behavioral needs 
<li>
</li></ul>Special Knowledge/Skills
Ability to develop IEP including behavior intervention plans and participate in ARD process; knowledge of curriculum; knowledge of special needs of students including emotional and behavioral disabilities; knowledge of policies and practices addressing specific duties and responsibilities of assigned position<ul><li>
</li>Experience in designing behavioral interventions for students with Emotional and Behavioral Disorders<li>
</li>Experience in monitoring student behaviors and progress<li>
</li>Knowledge of researched-based best practices for providing specially designed instruction for students with Emotional and Behavioral Disorders<li>
</li>Knowledge of federal and state rules governing the education of students with disabilities<li>
</li>Ability to work cooperatively with others in attaining district special education program goals/objectives<li>
</li>Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures and backgrounds<li>
</li>Experience providing professional development to teachers and staff regarding behavioral best practices
<li>
</li></ul>MAJOR RESPONSIBILITIES AND DUTIES: 
Instructional Strategies:
Collaborate with parents and staff in the development of IEPs.<ul><li>
</li>Develop all required elements of students&rsquo; IEP in accordance with district, state, and federal timelines<li>
</li>Develop and implement social and academic programs according to IEPs and district curriculum.<li>
</li>Prepare for classes assigned and show evidence of preparation.<li>
</li>Implement district&rsquo;s behavioral system<li>
</li>Provide instruction to improve social skill acquisition<li>
</li>Perform other duties as assigned
<li>
</li></ul>Student Growth and Development:
Consistently assess student progress through formal/informal testing.<ul><li>
</li>Consistently assess and modify classroom environment to maximize student success.<li>
</li>Present positive role model for students that supports the mission of the school district.<li>
</li>Provide or seek sources to aid students in dealing with emotional/physical needs that must be met before learning can take place.<li>
</li>Provide positive and successful opportunities for students to develop positive self-esteem.<li>
</li>Provide or supervise personal care or medical care of students as stated in IEP.<li>
</li>Implement and maintain student data collection and progress monitoring system for students with emotional and behavioral disabilities<li>
</li>Compile requested data into reports required by special education programs<li>
</li>Perform other duties as assigned
<li>
</li></ul>Classroom Management and Organization:
Create a safe and positive classroom environment conducive to learning and appropriate to the cognitive, physical, social, and emotional development of the students.<ul><li>
</li>Manage student behavior and implement positive intervention strategies according to IEP and behavioral best practices.<li>
</li>Take necessary and reasonable precautions to protect students, equipment, materials, and facilities.<li>
</li>Assist in selection of books, equipment, and other instructional materials.<li>
</li>Plan and supervise activities for teacher aide(s), interns/student teachers, and/or voluntee(s).<li>
</li>Perform other duties as assigned
<li>
</li></ul>Communication:
Communicate effectively and professionally with students, parents, personnel from community agencies, and other professional staff in the education, care, and management of students.<ul><li>
</li>Provide on-going training, consultation, and support to school personnel.<li>
</li>Create positive team approach to inclusive educational settings.<li>
</li>Confer and communicate with teachers and parents regarding the effectiveness of special education programs for students with emotional and behavioral disorders<li>
</li>Work closely with staff to coordinate, manage, assess needs, and determine student assignment in regards to special education programs<li>
</li>Relate to staff, students, and parents, in ways that convey equality, mutual respect, and concern<li>
</li>Communicate and convey information with clarity regarding the district&rsquo;s programs
<li>
</li></ul>Professional Growth and Development:
Participate in in-district in-service training.<ul><li>
</li>Demonstrate interest in professional improvement.<li>
</li>Plan and implement staff development and parent education relating to special education programs and best practices for students with emotional and behavioral disabilities<li>
</li>Provide staff development to assist school personnel in the identification, understanding, and teaching of students with emotional and behavioral disabilities
<li>
</li></ul>Policy Implementation:
Keep informed of, and comply with, all campus, district, state, and federal policies and regulations.<ul><li>
</li>Complete and maintain all reports, records, and documents.<li>
</li>Attend and participate in faculty/staff meetings and serve on committees as required.<li>
</li>Adhere to professional code of ethics<li>
</li>Maintain mental and physical demands to perform job assigned
<li>
</li></ul>Mental Demands:
Emotional control and patience
Concentration on required tasks
Flexibility in performing daily activities
Organization 
Physical Demands/Environmental Factors:
Frequent in-district travel
Moderate lifting
Sitting for long periods of time
Repetitive hand movements
Correctable visual acuity, auditory acuity and speech
Adequate upper body strength
Physical ability to conduct Non-violent Physical Crisis Intervention
Adequate fine motor dexterity
Ability to navigate school buildings frequently and independently 
Safety: Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety. 
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</div>

Special Education Behavior (PASS) Teacher (26-27 SY)- Good ES

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