Job Title:
Instructional Supervisor - Comprehensive Coordinated Early Intervening Services (CCEIS)

Location:
Upper Marlboro, MD, US

Organization Name:
Special Education Administration

Department Description:

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.

Brief Description:

This is an ASASP Unit II Table F Grade 4 Position

Salary Range: $102,419 - $150,406

CLOSING DATE: September 29, 2021

Detailed Description:

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 Chief Executive Officer, 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.

Job Requirements:

The requirements listed below are representative of the knowledge, skills, and/or abilities 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.

Additional Details:

Direct Deposit is expected as a condition of new hire employment.

As a condition of employment, all applicants for employment must be qualified to work in the United States without sponsorship by PGCPS. If you are not work-authorized and would require PGCPS to sponsor you for a work visa you will not be considered for employment.

How To Apply:

To submit an application online select apply.

Please provide three (3) current professional references on resume.

Please complete ALL sections and provide applicable details to ensure full consideration. If you need assistance with submitting your application online, please contact the HR Employee Services Center at 301-780-2191.

Appropriate accommodations for individuals with disabilities are available upon request.


Minimum Salary:

Maximum Salary:

Currency:
USD

Shift Work Preferences:

Certified Teacher?:

Certification Subject Areas:

Amount of Travel:

Work At Home: