EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Supports school leaders and staff in the implementation of curriculum and assessment of student learning, including providing professional development as needed and real-time feedback on instructional practices.

Supports teacher leaders with strategies/professional learning to develop organizational processes and practices within departments/teams to enhance communication, coordination, and collaboration.

Supports teacher leaders and school teams to develop positive social/emotional learning environments that increase teacher wellness and promote relational trust to advance quality of collaboration.

Supports teacher leaders with advancing their ability to plan, lead, and facilitate meetings.

Supports teacher leaders with assessing professional learning needs, developing a professional learning sequence in alignment with school improvement plans, and create differentiated learning opportunities for staff as needed.

Provides input into the development of district programs and professional learning to support student well-being and academic achievement.

Utilizes student-learning data, evaluating data from the students in the Five Focus Groups and aligned to the Equity Achievement Framework, to inform district programming, professional development, and support to local school improvement plans.

Supports schools in using Evidence of Learning data to inform local decision-making on first instruction, student well-being, academic interventions, and parent/guardian engagement.

Consults and supports school teams on appropriate behavioral management and academic supports and interventions for struggling learners.

Uses knowledge of Universal Design for Learning, effective differentiation, and equitable practices to support schools.

Demonstrates ability to collect and analyze data, work with Access and Excel databases, use standardized audit tools, and analyze data reports.

Demonstrates knowledge/ability to analyze scheduling at all three levels to determine opportunities for increased inclusion and advancement of access for all students to rigorous coursework.

Provides teacher leaders with coaching strategies to support individual teachers who are struggling with the delivery of content and instruction, quality of classroom environment and management, and delivery and analysis of student assessment data.

Works closely with teacher leaders and school staff members to support implementation of high leverage instructional practices.

Collaborates within the Office of Teaching and Learning and across central office to support system priorities.

OFFICE OF SPECIAL EDUCATION, SPECIALIZED ROLES AND RESPONSIBILITIES:

Knowledge of COMAR, IDEA, and other legislation that impacts special education services.

Thorough knowledge of IEPs, special education learning theory, differentiated instruction, data collection, best specially designed instructional practices, and research-based reading and mathematics tier 3 instructional supports and interventions.

Ability to appropriately adapt instructional programs and materials for students receiving special education services.

Ability to use the Maryland Online IEP Tool.

Oversees the certification process for the proper use of physical restraint and seclusion through the following: development and provision of PLOs for de-escalation strategies and behavioral supports, writing and managing grants related to PLOs; provision of job-embedded coaching and modeling to school teams, including use of a debriefing process and practice of de-escalation strategies and proper use of physical restraints, and development of appropriate positive behavioral supports for students; and monitoring identification of and current training certification of the crisis team members for each MCPS school.

Monitors, analyzes and collects data related to the proper use and documentation of physical restraint and seclusion such as inputting data and preparing reports; conducting internal compliance audits; analyzing data reports to determine trends, and school system needs for students who have had instances of physical restraints, exclusions, and/or seclusions; and developing action plans to address negative data trends, which may include debriefing meetings, modeling, and additional professional development.

Responds to requests for technical assistance from MCPS staff members regarding state and federal regulations for use of exclusions, physical interventions, and/or seclusion, which may include attendance at school-based or central office meetings, development of guidance documents and resources, revision of district policies and regulations, and investigation of complaints involving the use of exclusions, physical interventions, and/or seclusions.

Performs related work and other duties as required.