| Summary Description:
Under the direction of the Director of Special Education Related Services, the supervisor provides operational leadership and program efficiency for related services that support students with disabilities in accessing a free appropriate public education (FAPE) in the least restrictive environment (LRE). The supervisor supports the implementation, coordination, and monitoring of Speech-Language Services; Physical Disabilities Services, including occupational therapy, physical therapy, and assistive technology; and Hearing and Vision Services across the district. While providing overarching guidance to the Coordinator of Related Services to ensure cohesive, aligned program implementation.
The supervisor works closely with multidisciplinary teams of specialists and school-based staff to ensure that service delivery models are implemented effectively and aligned with the Individuals with Disabilities Education Act (IDEA), state regulations, and knowledge of or the ability to quickly learn and apply the MCPS policies and regulations governing services for young children with disabilities. This role provides guidance and technical assistance to schools regarding IEP service implementation, compliance requirements, and the integration of related services within instructional programs, in collaboration with the Coordinator as appropriate. The supervisor supports staffing coordination, professional learning, program monitoring, and the consistent implementation of districtwide practices. In collaboration with the director, the supervisor assists in program evaluation, continuous improvement efforts, and the equitable allocation of resources to ensure that related services effectively support students with communication, sensory, and physical needs. The position works in partnership with other departments and cross-functional teams to support preschool through age 21 programming, transition services, and district initiatives aligned with the Maryland Blueprint for Education and Maryland Transforms, ensuring that the Coordinator’s work aligns with broader divisional and system priorities.
Physical Demands: As required by the position.
Special Requirements: Ability to work flexible schedule, including extended day or evening work such as occasional participation in evening, community meetings, Board of Education meetings, IEP sessions or professional learning events. Countywide travel may be required.
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KNOWLEDGE SKILLS ABILITIES: Knowledge of federal and state special education laws and MCPS policies and procedures related to the instruction of students with disabilities and the continuum of service delivery models. Knowledge of the MCPS K–12 curriculum and working knowledge of the Maryland Online Individualized Education Program (MOIEP) system, the Maryland State Department of Education (MSDE) Indicator Report Card, Knowledge of the Maryland Blueprint for Education and the Maryland Transforms initiative, corrective action plan goals and objectives, the school improvement planning process, and relevant legislative initiatives and fiscal considerations impacting special education services.Considerable knowledge of best practices in specialized instruction, including curriculum, interventions, remediation, assessment, behavior supports, accommodations, supplementary aids and services, and co-teaching models that promote inclusive opportunities for students with disabilities in the least restrictive environment.Ability to collaborate effectively with MCPS staff, school administrators, teachers, community partners, parents/guardians, and students with cultural competence throughout the special education process. Strong organizational, managerial, and technological skills, including proficiency with systems such as Canvas, Google Suite, MS Office, Teams, and Zoom. Ability to observe, evaluate, supervise, and coach staff across employee associations (SEIU, MCEA, MCAAP/MCBOA). Excellent oral and written communication, time management, and documentation skills.Ability to facilitate collaboration, de-escalate complex situations, establish priorities, organize resources, and support problem-solving efforts while seeking guidance and consultation from leadership as needed. Knowledge of or the ability to quickly learn and apply the six leadership standards established for MCAAP/MCBOA and familiarity with the MCPS Teacher Professional Growth System and Supporting Services Professional Growth System (PGS). |
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Education Training Experience: Master’s degree from an accredited institution, with additional graduate coursework in special education, administration, supervision, or a related service field (speech-language pathology, occupational therapy, physical therapy, audiology, deaf/visually impaired education, or a closely related field); The position requires a minimum of five years of special education teaching experience or a related service provider role; and one year of central or school-based administrative experience in related services/specialized instruction in school or early intervention settings. Experience providing program-level leadership, management, and supervision to professional and support staff by coordinating work, supporting performance expectations, and clarifying roles and responsibilities to ensure effective service delivery. Experience in collaboration and high-level problem-solving with parents/guardians, administrators, across multiple offices, county agencies and community partners. Experience in planning, coordination, and implementation of short- and long-range office and systemwide initiatives aligned with organizational priorities and student success.Certificate License: Meets Maryland state certification requirements for supervisor or Administrator I. Certification in special education. Completion of Observing and Analyzing Teaching (OAT) I must be completed one year of start date. Completion of OAT II within two years of position start date. |
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DUTIES AND RESPONSIBILITIES:Example Duties: Note: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the core job elements.)Supports the implementation and monitoring of the continuum of special education services and supports to ensure compliance with federal and state regulations, providing direction to the Coordinator to maintain consistency across programs.Assists in ensuring students with disabilities receive FAPE in the Least Restrictive Environment through effective program implementation and service coordination, in partnership with the Coordinator when appropriate.Provides operational efficiency and support for the implementation of special education programs and related services across schools, leveraging the Coordinator to support day‑to‑day program operations.Collaborates with school leaders and cross-functional teams to support effective instructional practices and program implementation for students with disabilities, working with the Coordinator to ensure coherent communication and aligned follow‑through.Assists in coordinating staffing, scheduling, and resource allocation to support program effectiveness, providing supervisory guidance to the Coordinator on staffing implementation.Supports the monitoring of grant-funded initiatives and program implementation within the Division of Specialized Support Services, ensuring the Coordinator carries out assigned components with fidelity.Assists in the collection, review, and analysis of program and compliance data to support continuous improvement, and provides direction to the Coordinator in analyzing trends and preparing data summaries as needed.Provides technical assistance and guidance to school administrators and staff related to service delivery, compliance, and program implementation, with the Coordinator serving as an additional support resource.Supports the development and delivery of professional learning opportunities for staff related to special education services and supports, coordinating with the Coordinator to differentiate and deploy school‑level training.Collaborates with families, community partners, and district departments to support coordinated services for students with disabilities, ensuring that the Coordinator’s work aligns with division expectations.Assists in preparing reports, presentations, and documentation to support departmental communication and accountability efforts, leading contributions developed by the Coordinator.Supports the coordination of cross-functional teams to align program implementation with district priorities and student needs, with the Coordinator facilitating operational follow‑through.Performs related duties consistent with the scope and intent of the position. |
