POSITION SUMMARY:
Under the direction
of the Associate Superintendent of Special Education, the Instructional
Supervisor of Comprehensive Coordinated Early Intervening Services (CCEIS) will
provide leadership for the CCEIS program and lead the management and
implementation of systemic monitoring processes related to implementation of
functional behavior assessments, behavior intervention plans, social-emotional
learning curriculum, physical restraint and multi-tiered systems of support.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Coordinates
the implementation and systemic monitoring processes to include the Comprehensive
Coordinated Early Intervening Services (CCEIS) program, social emotional
learning curriculum, functional behavior assessments/behavior interventions
plans, student behavior interventions, physical restraints, and multi-tiered
systems of support;
Works closely with the Associate Superintendent
of Special Education to identify, establish and facilitate attainment of
performance and compliance targets for the CCEIS program;
Coordinates
and collaborates with various departments within the Division of Academics,
Division of School Leadership and Support, Division of Human Resources,
Department of Transportation and other offices to provide professional learning
and monitoring in the areas of behavior crisis response, positive behavior
supports and intervention techniques as required by Code of Maryland
Regulations (COMAR);
Serves as the lead district trainer for the
implementation of physical restraints; serves as a resource for inquiries and
investigations related to physical restraints implementation;
Provides advice and guidance regarding
Administrative Procedure 5062: Student
Behavior Interventions; serves as an expert for the implementation of behavior
strategies, behavior intervention plans and functional behavior assessments;
Assists
with the development, implementation, and monitoring of special education
grants in collaboration with appropriate offices across the district;
Coordinates,
assists in the preparation, and facilitates the review of Request for Proposal
(RFP) and Invitation for Bids (IFB) for the Department of Special Education;
Monitors
and conveys progress on annual targets to the Superintendent of Schools, Division
Chiefs, Area Offices, and Special Education supervisors in accordance with
federal and state regulations;
Participates in various committees as the
Department of Special Education representative for the CCEIS program;
Supervises the procurement and maintenance of
inventory, and allocating up-to-date equipment, supplies, computers and
materials necessary for the CCEIS program;
Responds to parents, administration and school
staff within Prince George’s County Public Schools with regard to inquiries
related to the CCEIS program,functional behavior assessments, behavior
intervention plans, social-emotional learning curriculum, physical restraint
and multi-tiered systems of support;
Assists with continuous monitoring (monthly,
quarterly, yearly) of program and services provided to students;
Interprets
and articulates special education regulations, policies and procedures to central
office staff, principals, teachers, other school staff and parents to ensure
compliance with federal and state mandates;
Serves
as a liaison to the Division of Human Resources and the Department of
Monitoring and Accountability to provide support in the recruitment and
retention of personnel and leading onboarding training in the area of behavior
strategies and techniques; and
Performs
other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Thorough knowledge of federal and state
regulations relevant to special education processes and procedures;
Thorough knowledge and understanding of
positive behavior supports and de-escalation techniques related to crisis
response for students demonstrating interfering behaviors;
Knowledge of use of technology to support
learning and progress monitoring;
Considerable knowledge of budgeting and
reporting requirements;
Demonstrated knowledge and expertise regarding
the band of Tier 1, 2 and 3 behavior interventions in a variety of settings;
Demonstrated competence in developing and
leading professional learning opportunities for teachers, principals,
administrators and support staff;
Demonstrated leadership and administrative
competency;
Demonstrated experience with federal programs
and/or working with schools/teams in strategic planning;
Excellent oral and written communication
skills, as well as effective human relations and interpersonal skills;
Computer literacy skills including proficiency
with Microsoft Office and Google Apps preferred; and
Ability to manage and prioritize tasks in a
work environment with high performance demands.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master’s degree from an accredited college or
university in special education, educational administration or a closely
related field required. Completion of
training related to physical restraint methods aligned with COMAR
required. A minimum of five (5) years of
successful teaching experience supplemented with previous leadership experience
required.
CERTIFICATION REQUIREMENTS:
Advanced
Professional Certificate (APC) with Special Education and Administrator I endorsements
required.
SUPERVISORY RESPONSIBILITIES:
Oversees
and provides guidance to assigned personnel.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.