DESCRIPTION  

Working under the supervision of the school principal and direction of the Office of Student Supports and Engagement, the role involves developing and implementing appropriate support interventions for students identified eligible for alternative education services and case management. This role includes supporting teachers through co-teaching, modeling best practices for supporting student academic and social-emotional needs, as well as, targeted professional learning. Collaboration with school administrators, school counselors, teachers, and other staff members is essential to address the unique needs of individual students. Additionally, the position serves as an informational resource on topics such as social-emotional learning, culturally responsive teaching, trauma-informed teaching and belonging. Furthermore, it acts as a point of contact to explain Alternative Education programming to parents/guardians and offers assistance to students, families, staff, and the community as required.  

MINIMUM QUALIFICATIONS  

Applicants must meet all the following qualifications, listed below, to be considered for the vacancy.  

Education:  

Bachelor’s degree from an accredited college or university in an applicable field of education. 

Certification/Licensure:  

Candidates must meet at least of the following: 

Meets the Maryland State Department of Education licensure requirements for Secondary Education in any content area. 

Meets the Maryland State Department of Education licensure requirements for Special Education Grades 6-12 licensure. 

PREFERRED QUALIFICATIONS  

• Three previous years of teaching experience.  

• Holds a current Maryland State Department of Education license in Special Education (Grades 6-12 ).  

ESSENTIAL POSITION RESPONSIBILITIES  

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.  

 Provide case management of students identified eligible for alternative education services, including implementing interventions, monitoring progress, coordinating support services, and developing Student Success Plans (SSPs) within a Multi-Tiered System of Supports (MTSS) framework. 

Participate and provide support to school and district collaborative processes designed to support staff, students and families in need. These include, but are not limited to, providing interventions and resources through participation in the Student Support Team (SST), participation in the instructional intervention team (IIT), Functional Behavior Assessment team (FBA), instructional leadership teams and 504 Team, as appropriate. 

Provide supplemental academic support to students through tutorial/seminar classes and/or classroom push-in to pre-teach or reteach content and/or concepts, complete assignments and support academic skills. 

Support school-wide Social-Emotional Learning (SEL) implementation as school schedule allows, including support to teachers with SEL activities, facilitating small group targeted interventions, and providing direct SEL instruction to students identified as needing targeted skill development. 

Plan and deliver professional development to staff related to techniques to address the needs of students, including topics around social-emotional learning, community building and belonging, culturally responsive teaching and trauma informed approaches. 

Provide SST consultation for students identified for additional school supports, including observation of students and classrooms to provide input and feedback regarding classroom best practices, student supports, and support plan development and implementation. 

Monitor student progress and the fidelity of implementation of support strategies, SSPs,  Behavior Intervention Plans (BIPs) and 504 Plans. 

Collaborate with SST to provide crisis intervention support to students, including de-escalation techniques, self-regulation strategies and responsive support. 

Support implementation of school-wide climate and culture initiatives in accordance with the priorities of the School Improvement Plan, including Positive Behavior Interventions and Supports (PBIS) and Restorative Justice. 

Maintain required documentation including student progress data tracking and reporting, program implementation (e.g., midyear and yearly reports, data surveys), and SSPs.