| Summary Description: Under the direction of the Director of Systemwide Equity, the Coordinator supports implementation of MCPS’s efforts related to hate-bias prevention, student belonging, culturally responsive practice, and targeted student engagement programming. This role works collaboratively with the Director, instructional specialists, and school-based staff to support instructional, student support, and professional learning practices that create rigorous, culturally responsive, and affirming learning environments where students experience belonging, engagement, agency, and access to grade-level learning.
The position emphasizes proactive prevention, student belonging, and positive school culture while supporting effective systems for incident response and restoration. The Coordinator supports school and district efforts that address hate/bias, strengthen belonging, and promote respectful and affirming school cultures. A key responsibility is partnering with instructional and professional learning staff to support implementation of professional learning related to hate-bias prevention, cultural humility, culturally responsive practice, and student belonging.
Through cross-departmental collaboration, the Coordinator coordinates mentoring, leadership development, and student engagement efforts with a focus on improving engagement, belonging, and outcomes for identified student groups. This work includes supporting and coaching educators and school teams on practices aligned to district equity priorities and student outcome data. In collaboration with the Director, the Coordinator assists with monitoring implementation and reviewing student outcome data to support continuous improvement and reduce disproportionality.
Physical Demands: None
Special Requirements: Ability to work a flexible schedule to attend occasional evening meetings.
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Must possess deep expertise in hate-bias education, prevention, and restorative practices; strong understanding of discipline disproportionality, student belonging, and adolescent development (particularly for boys); ability to analyze and apply data to inform strategy and continuous improvement; skill in cross-functional collaboration and systems alignment; strong facilitation, communication, and stakeholder engagement skills; ability to support implementation of equity priorities through collaboration, coaching, professional learning, and student engagement efforts and ability to work collaboratively with school system staff, county government staff, parent groups, business, and community organizations focused on student learning and wellbeing.Must possess knowledge of current and best practices to support students of color with a particular emphasis on traditionally and historically marginalized communities and must have knowledge of and ability to apply concepts from bullying, harassment, hate/bias policies, regulations and best practices. |
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Education Training Experience:Master^s degree from an accredited college or university in education, curriculum, school administration, or related field. Three years of outstanding classroom or central services experience required; administrative or supervisory experiences desirable. Demonstrated leadership and broad experience in developing professional learning opportunities, facilitating conversations about anti-hate, bullying, respect for others, race and racism; and experience working effectively with diverse staff, students, parents, and community groups. Other combinations of applicable education, training, and experience, which provide the knowledge, abilities, and skills necessary to perform effectively in the position, may be considered.Certificate License:Current Maryland state standard and advanced professional certificate in a teaching area required. |
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Example Duties: 1. Hate-Bias Education, Prevention, and ResponseUnder direction of and in collaboration with the director supports implementation of districtwide efforts to addressing hate/bias through three integrated pillars: education, prevention, and response/restoration.Supports implementation of Maryland anti-bias training requirements (Md. Code Ann., Educ. § 6-129) through coordination of professional learning resources, guidance, and job-embedded learning supports for school-based staff.Supports professional learning for school and central office staff related to hate-bias prevention, cultural humility, culturally responsive practice, and student belonging.Assists with development and dissemination of protocols, tools, resources, and guidance for schools related to hate-bias incidents, aligned to policy and best practice. Collaborates with DSCA, DSLI, DPL, and other offices under the direction of the Director of Systemwide Equity to support alignment between prevention, restorative, instructional, and student support efforts. Reviews hate-bias and discipline-related data to identify trends and support continuous improvement discussions with schools and departments. Supports schools and regions in addressing incidents and strengthening climate through consultation, facilitation, and problem-solving. Assists with development of communication tools and implementation resources that reinforce a culture of respect, belonging, and accountability across the system. 2. Student Mentoring, Leadership, and BelongingCoordinates student engagement and mentoring supports using discipline and student outcome data to address disproportionality, with a focused emphasis on improving outcomes for Black and Latino male students.Collaborates with the Director and school-based staff to support implementation of mentoring, leadership development, student engagement, and identity development opportunities aligned to district priorities and informed by discipline and student outcome data trends.Uses mentoring and student leadership programming as a model for supporting, coaching, and building educator capacity to better serve identified student groups aligned to district equity priorities and Anti-Racist System Audit recommendations.Partners with school leaders to identify students and align supports with school-based needs.Facilitates student leadership development experiences that promote belonging, voice, and positive identity formation. 3. Instructional Alignment through Professional LearningPartners with the Department of Professional Learning and instructional staff to align equity priorities with instructional practice and student engagement supports.Supports development and implementation of professional learning that equips educators with strategies to effectively support male students,Ensures professional learning explicitly addresses: student engagement strategies for boys; culturally responsive and affirming classroom practices; and behavior and relationship-based approaches that reduce exclusionary discipline. Aligns work to Tier I instructional expectations, including rigorous access to grade-level content, student engagement, and high expectations for all students.Supports evaluation and refinement of PL impact through data and feedback loops. 4. Coordination and Implementation SupportAcross all areas, the Coordinator:Supports the Director in implementation of department priorities aligned to the Strategic Plan and Anti-Racist System Audit.Collaborates with schools, instructional specialists, and cross-functional teams to support aligned implementation of district priorities.Participates on district committees, task forces, and advisory groups as assigned.Supports consistent implementation of district policies, procedures, and guidance related to student belonging, hate-bias prevention, and equity. |
