] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → PRE-K-12 CONTENT, SPECIALIST, SPECIAL EDUCATION

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Pre-K-12 Content, Specialist, Special Education

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Pre-K-12 Content, Specialist, Special Education GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the director of the Department of Special Education Services (DSES), this individual is responsible for the implementation and monitoring of the Individuals with Disabilities Education Act (IDEA), in accordance with federal and state regulations to ensure the provision of services for students with disabilities. Works collaboratively with all relevant offices and schools to support the development and use of MCPS data tools and ensure all leaders and leadership teams are prepared to ensure provision of services for students with disabilities.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of current research and trends in instructional and behavioral strategies for special education students ages 3 to 21 and the ability to implement these practices on a district wide scale; Considerable knowledge, understanding and demonstration of highly effective professional development practices; ability to work collaboratively and effectively with classroom teachers, principals, and central office colleagues; Ability to write, implement, and monitor grants for a specific specialty area. Considerable knowledge, application, and modeling of professional development practices reflective of latest research excellent human relations skills; experience working with adult learners; Highly skilled in using the Maryland Online Individualized Education Program (IEP) tool, Microsoft Office suite, and assistive technologies. Excellent written, oral communication and interpersonal skills; Considerable knowledge of IDEA and its practical implementation at a school level; Ability to observe and analyze teaching skills, and assess delivery of curriculum to students with disabilities; ability to collaborate with all aspects of the school community and DSES; ability to plan and coordinate school-based and central office meetings.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree in special education from an accredited college or university. Three or more years of training and experience in assessment, diagnosis, and programming for students with disabilities Grades K to 12. Demonstrated successful experience in planning, coordinating, and conducting professional learning activities. Three or more years of classroom experience working with students with a variety of disabilities, preferably in Grades K to 12. Experience working effectively and collaboratively with teachers, social workers, psychologists, principals, and parents or guardians to provide students with appropriate services;. 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 AND LICENSE REQUIREMENTS: Must meet State of Maryland teacher certification requirements for special education teacher or a related field. Special education teacher K to12 certificate desirable.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the position.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Occasional evening and weekend work required to attend community meetings, meet deadlines, and collect user feedback.
OVERTIME ELIGIBLE: No

EXAMPLES OF 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 ability associated with this classification, but is intended to accurately reflect the core job elements.)

Designs, coordinates, develops, and conducts professional development opportunities, activities and training materials on system initiatives, new curricula, and central office projects for MCPS employees in schools and offices.

Collaborates with central office colleagues to support the development of customized training and skill-building opportunities for.

Supports the effective implementation of system initiatives including school and central office projects using web-based, online platforms and other technologies.

Designs and implements professional development and training that is accessible and engaging for all adult learners using knowledge of Universal Design for Learning, effective differentiation, equitable practices, and culturally relevant curriculum.

Provides direct support to targeted schools and offices related to system initiatives and central office projects.

Uses knowledge of Universal Design for Learning, effective differentiation, equitable practices, and culturally relevant curriculum to design and implement curriculum that is accessible and engaging for all learners.

Collaborates with school leadership in developing and implementing professional development and academic supports focused on rigorous instructional practices at all levels, K¿12.

Uses district platform to gather and analyze multiple sources of data related to advanced instruction and special programs to support student learning.

Collaborates with cluster and program special education supervisors to ensure the provision of services for students with disabilities.

Works collaboratively with the offices of School Support and Improvement and Curriculum and Instructional Programs, school-based administrators, teachers, and parents/guardians to effectively implement and provide professional development for curriculum and academic interventions.

Serves on a variety of central office and school-based committees, and provides professional learning sessions on effective strategies to promote the academic and behavioral progress of students with disabilities.

Collaborates with school-based special education teachers to develop, design, and implement IEPs, Behavioral Intervention Plans, and Functional Behavioral Assessments.

Provides consultation and support to administrators and teachers in program planning and behavioral implementation for students with disabilities.

Participates in systemwide and community presentations regarding the provision of services for students with disabilities in MCPS.

Writes, implements, and monitors grants for their particular specialty area.

Knowledge of and the ability to apply the six performance standards established for the Montgomery County Public Schools (MCPS) Teacher Professional Growth System.

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/1982
Date(s) Revised: 2/2018
Last Reviewed:

This description may be changed at any time.