Education Program Manager II, Chief of Special Education Performance Support & Technical Assistance
- Job Type
Under the supervision of the Assistant State Superintendent, this position serves as the lead for implementation of differentiated performance support to local school systems and public agencies and is responsible for the identification of learning needs, and the development and implementation of statewide universal, targeted, and focused professional learning/technical assistance.
Provides leadership and direction to the Performance Support and Technical Assistance Branch that is focused on building the capacity of local school systems, public agencies, and institutions of higher education, to narrow the performance gap and enable all students with disabilities to exit education community, career and college ready; supervises staff with State-level responsibility for providing review and support of local school system, non-local school system and Institutes of Higher Education funding; implements the State's birth through 21 seamless comprehensive system of coordinated services; supports local Infants and Toddlers and special education programs; facilitates special education and related services for children with disabilities ages three through twenty-one under Part B and birth through age four under Part C of the Individuals with Disabilities Education Act (IDEA); supervises systems and data informed systematic planning, implementation, and evaluation of evidenced-based professional development; provides leadership and direction to support the evidence-based practices for Early Childhood, Assessment, and Specially Designed Instruction sections through the development, implementation, and evaluation of a standards-aligned IEP.
Applicants should possess the following:
Education: Possession of a Master’s degree in Special Education.
Experience: Six (6) years of related experience in coordinating or administering special education programs or services. Three years of the required experience must have been in direct supervision of other professional employees.
Knowledge of State and federal laws, regulations, policies, and issues affecting young children with disabilities and their families; knowledge of early intervention and early childhood education programs; skill in analyzing and interpreting data for program improvement ability to manage multiple tasks; ability to interpret and apply pertinent laws and regulations; ability to establish and maintain working relationships; ability to communicate clearly and effectively both orally and in writing, through the presentation of concise yet comprehensive training, analyses and reports.
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