] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → SUPERVISOR, DEPARTMENT OF SPECIAL EDUCATION SERVICES

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Supervisor, Department of Special Education Services

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Supervisor CODE: 0403 SQ/OQ: Not Applicable
WORKING TITLE: Supervisor, Department of Special Education Services GRADE: O MONTHS: 12
SUMMARY DESCRIPTION; PHYSICAL DEMANDS; AND SPECIAL REQUIREMENTS: Summary Description: Under the direction of the director of the Department of Special Education Services (DSES), the supervisor of special education provides leadership and supervision of specialized programs and systemwide support to ensure high-quality, compliant, and equitable services for students with disabilities from birth through age 21. The supervisor leads special education programs and support areas including Program and Support Team services, Parentally Placed services, Extended School Year (ESY), Curriculum and Intervention Support, Cross-Functional Team (CFT) Specialists, Autism Services, and Transition Services. The supervisor ensures these programs are implemented effectively and in accordance with the Individuals with Disabilities Education Act (IDEA) and applicable federal, state, and local regulations. The supervisor works collaboratively with staff across the Division of Specialized Support Services (DSSS), the Division of School Leadership and Improvement (DSLI), the Division of Teaching and Learning, the Division of Equity and Organizational Development, and other central offices to ensure school teams are prepared to implement Individualized Education Programs (IEPs) with fidelity. The supervisor coaches central and school-based teams to ensure success for every student by communicating best practices through Professional Learning Opportunities (PLOs) related to academic achievement, well-being, equity, and access for the diverse population of students with disabilities. The supervisor models and coaches the schools’ use of Montgomery County Public Schools (MCPS) and Maryland State Department of Education (MSDE) data tools to monitor academic achievement, attendance, and well-being of students with disabilities. The role includes monitoring compliance; analyzing student achievement, attendance, behavioral, disproportionality, suspension, and least restrictive environment (LRE) data; and supporting schools to ensure the provision of specialized instruction and related services for students with disabilities. The supervisor develops, writes, coordinates, and monitors federal and state grants and collaborates with systemwide stakeholders related to the implementation of IDEA Part C to Part B and in grades Kindergarten through 12 curriculum, assessment, instruction, and professional learning through the lens of the diverse range of students with disabilities. The supervisor promotes parent and guardian involvement in the IEP process in a variety of ways, including supporting transitions to elementary, middle, high school, and special services. Physical Demands: As required by the position. Special Requirements: Ability to work a 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.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE SKILLS ABILITIES: Thorough knowledge of federal and state special education laws and knowledge of or the ability to quickly learn and apply the MCPS policies and procedures regarding the instruction of students with disabilities and the continuum of service delivery models. Knowledge of the MCPS K–12 curriculum; working knowledge of the Maryland Online Individualized Education Program (MOIEP) tool, the Maryland State Department of Education (MSDE) Indicator Report Card, corrective action plan goals and objectives, the school improvement planning process, legislative bills, and fiscal notes. Considerable knowledge of best practices in specialized instruction, curriculum, interventions, remediation, assessment, behavior supports, accommodations, supplementary aids and services, and co-teaching to promote inclusive practices and opportunities for students with disabilities in the least restrictive environment. Ability to work collaboratively with MCPS staff members, school administrators, teachers, community partners, parents/guardians, and students with cultural competence throughout the special education process. Knowledge of the Maryland Blueprint for Education and the Maryland Transforms initiative, including their implications for program implementation, accountability, and continuous improvement within Montgomery County Public Schools (MCPS). Strong organizational, managerial, and technological skills, including proficiency with Canvas, Google Suite, Microsoft Office Suite, Teams, Zoom, and other relevant systems. Competence in observing, evaluating, supervising, and coaching a range of staff members, including Service Employees International Union (SEIU), Montgomery County Education Association (MCEA), and Montgomery County Association of Administrators and Principals (MCAAP)/ Montgomery County Business and Operations Administrators (MCBOA) employees. Excellent oral and written communication skills and strong time and document management skills. Ability to collaborate effectively, de-escalate issues, establish priorities, organize resources, problem solve, engage in strategic planning, and seek appropriate resources and consultation from leadership and other staff as necessary. Knowledge or ability to quickly learn and apply the six leadership standards established for MCAAP/MCBOA and knowledge of the MCPS Teacher Professional Growth System and the Supporting Services Professional Growth System (PGS). 
EDUCATION, TRAINING AND EXPERIENCE; CERTIFICATE AND LICENSE REQUIREMENTS: Education Training Experience:Master’s degree from an accredited institution, with additional graduate coursework in special education, administration, supervision. The position requires a minimum of five years of special education teaching experience; and at least one year of central or school-based administrative experience in special education/specialized instruction in school or early intervention settings. Experience providing program-level leadership, management, and supervision of professional and support staff, including defining roles and responsibilities, and leading the assignment, coordination, and evaluation of work to ensure effective and compliant service delivery. Experience in high-level problem-solving with parents/guardians, administrators, across multiple offices county agencies, and community partners. Experience in planning, leading, and implementing short- and long-range systemwide initiatives, developing strategic priorities, and aligning programs and services with district goals to improve student success.Certificate License: Meets Maryland state certification requirements for supervisor or Administrator I. Certification in special education. Observing and Analyzing Teaching (OAT) I must be completed within one year of the position start date. Completion of OAT II within two years of position start date. 
OVERTIME ELIGIBLE: No

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 abilities associated with this classification but is intended to accurately reflect the core job elements.Works closely with the director and leadership hierarchy to ensure the provision of services for students with disabilities in comprehensive and specialized school settings.Supervises and evaluates special education instructional specialists, itinerant resource teachers, CFT specialists, and program leads.Implements and monitors IDEA compliance across schools, ensuring alignment with federal, state, and local policies and procedures.Serves as liaison between the director of DSES and school-based administrators on special education staffing, programming, and compliance issues.Provides technical support to administrators to ensure a Free and Appropriate Public Education (FAPE) for all students with disabilities.Coaches school-based teams to ensure student success, modeling best practices and delivering Professional Learning Opportunities (PLOs) on academic achievement, well-being, equity, and access for students with disabilities.Models and coaches the schools’ use of MCPS and MSDE data tools to monitor academic achievement, attendance, behavior, graduation rates, and least restrictive environment (LRE) placement.Supports schools, parents/guardians, and community efforts to improve graduation rates, transitions, and inclusive opportunities for students with disabilities.Participates in central and school-based IEP meetings, collaborates on placement and service decisions, and monitors program quality.Provides professional development activities for OTLS-SSI, DSLI, and school-based staff.Monitors ESY program implementation, staffing, and student participation.Responds to requests and prepares correspondence for school administrators, parents/guardians, and community members regarding special education services.Ensures staff, administrators, and teachers are informed of changes in laws, regulations, and policies.Collaborates with other MCPS offices to support consistent implementation of the Educational Management Team (EMT) process, Multi-Tiered Systems of Support (MTSS), and IEP procedures.Develops, writes, coordinates, and monitors federal and state grants that support special education programs and services.Collaborates with systemwide stakeholders on the implementation of IDEA Part C to Part B transitions and supports alignment of services for students with disabilities from birth through age 21.Analyzes behavioral, disproportionality, suspension, attendance, and well‑being data to support schools in improving outcomes for students with disabilities.Supports schools in ensuring the provision of specialized instruction and related services in accordance with federal, state, and local regulations.Collaborates with central office partners across DSSS, the Division of Teaching and Learning, and the Division of Equity and Organizational Development to align curriculum, assessment, instruction, and professional learning for students with disabilities.Promotes and facilitates parent and guardian engagement in the IEP process, including supporting transitions between elementary, middle, high school, and postsecondary pathways.Supports the development and delivery of systemwide professional learning related to curriculum, assessment, instruction, and equitable access for the diverse population of students with disabilities.Performs related duties consistent with the scope and intent of the position. 

This description may be changed at any time.