| Summary Description: Under the direction of the Director and Supervisor of Special Education Related Services, and in alignment with the programmatic direction established by the Coordinator of Special Education Related Services, the Team Leader provides operational leadership, team coordination, and school-facing implementation support for related services that serve students with disabilities (birth to age 21), ensuring access to a free appropriate public education (FAPE) in the least restrictive environment (LRE). The Team Leader supports the effective delivery of services related to Speech-Language Services; Physical Disabilities Services, including occupational therapy, physical therapy, and assistive technology; and Hearing and Vision Services.
The Team Leader supports the implementation of program expectations defined by the coordinator, works closely with school-based teams and related service providers to assist with team-level operational needs and support the implementation of service delivery models, monitor program operations, and assist with ensuring compliance with the Individuals with Disabilities Education Act (IDEA), state regulations, and district procedures. This role helps provide technical assistance to schools and staff regarding related service implementation, documentation practices, and collaboration within IEP teams.
The Team Leader also assists with program monitoring, data collection, scheduling coordination, and professional learning efforts that support the effective delivery of services across the district. Working collaboratively with the coordinator helps ensure consistency, visibility, and responsiveness in related services while supporting cross-functional teams serving students from birth through age 21, including transition services and districtwide initiatives that support student access, engagement, and success.
PHYSICAL DEMANDS: As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS:
Ability to work a flexible work schedule, including 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.
|
|
Thorough 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 familiarity with the Maryland Online Individualized Education Program (MOIEP) system, the Maryland State Department of Education (MSDE) Indicator Report Card, corrective action planning processes, school improvement planning, and relevant legislative initiatives impacting special education services. Considerable knowledge of the Maryland Blueprint for Education and the Maryland Transforms initiative and their connection to program implementation and continuous improvement within Montgomery County Public Schools. Knowledge of best practices in specialized instruction, including instructional strategies, interventions, behavior supports, accommodations, supplementary aids and services, and collaborative practices that support students with disabilities in the least restrictive environment. Ability to work collaboratively with MCPS staff, school administrators, teachers, community partners, parents/guardians, and students with cultural competence throughout the special education process. Strong organizational and technological skills, including proficiency with systems such as Canvas, Google Suite, MS Office, Teams, and Zoom. Ability to support staff through observation, feedback, and collaboration to strengthen service delivery and program implementation. Strong oral and written communication, organization, and time management skills. Ability to support collaborative problem-solving, assist in de-escalating concerns, organize resources, and implement program priorities with guidance from supervisors and district leadership. Ability to quickly learn and apply the MCAAP/MCBOA leadership standards and the MCPS Teacher Professional Growth System and Supporting Services Professional Growth System (PGS). |
|
Education Training Experience: Master’s degree preferred; bachelor’s degree in Deaf Education, Education of the Visually Impaired, Special Education, or a closely related field. Three (3) or more years of successful experience providing related services or specialized instruction within school or early intervention settings, including experience with IEP/IFSP processes. Experience supervising or coaching related service providers/teachers in D-HOH, Vision, or Speech Language programs. Experience with assistive technology decision-making frameworks and the implementation of technology to support access, communication, and learning for students with disabilities. Proven experience collaborating with multidisciplinary teams and engaging families from diverse cultural and linguistic backgrounds.CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for supervisor or Administrator I. Certification in special education or a related field. Completion of OAT I or ability to complete within one year of the position start date. |
|
DUTIES AND RESPONSIBILITIES: 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.Assists with the coordination and implementation of the continuum of special education services and supports across schools and programs in alignment with program direction established by the Coordinator of Special Education Related Services.Supports schools in implementing services that ensure students with disabilities receive FAPE in the Least Restrictive Environment.Works collaboratively with school-based staff and related service providers to support program implementation and service coordination, as guided by the Coordinator.Assists in monitoring service delivery practices to ensure alignment with district procedures and compliance expectations, and communicates identified concerns to the Coordinator for follow-up or adjustment.Supports the collection, organization, and tracking of program data to assist with monitoring effectiveness and compliance and shares team-level data with the Coordinator to support program-wide decision-making.Assists with the coordination of professional learning activities and program support for school teams and service providers by implementing plans and structures developed in collaboration with the Coordinator.Collaborates with cross-functional teams to support program initiatives and student service coordination and ensures team practices reflect program expectations.Assists with the preparation of reports, program documentation, and informational materials to support department operations.Helps coordinate communication and engagement with families, community partners, and internal teams regarding services and program supports for students from birth though age 21, including transition services, and consults with the Coordinator on complex cases or escalated concerns. .Supports the implementation of department initiatives and systemwide priorities designed to improve outcomes for students with disabilities.Provides technical assistance and guidance to schools and staff regarding related service implementation, documentation practices, and IEP team collaboration.Utilizes systems such as MOIEP and understand MSDE Indicator Reports, corrective action planning, and school improvement processes to support program operations.Performs related duties consistent with the scope and intent of the position. |
