School Success Liaison - Special Education

• Provides content area expertise to school leaders and their teams focused on programming and supports for students with disabilities.
• Provides consultation and support to school leaders and their teams in interpreting guidelines and regulations related to IDEA, COMAR and parental rights for students with disabilities.
• Plans and executes the implementation of instructional, behavioral and social/emotional strategies to assist teachers and support staff in successfully providing special education and related services to students with disabilities.
• Provides professional learning and coaching support to regular and special educators and IEP Team Associates to assist in the skill development needed to include students with disabilities, to the greatest extent possible, in all aspects of standard instructional programming.
• Develops and disseminates technical assistance and guidance materials to ensure consistent implementation of policies and regulations by all school employees including teachers, related services staff, IEP Team Associates and administrators as it relates to students with IEPs.
• Provide direct teacher support around specific student behaviors, support in administration of assessments and monitor and ensure school and office compliance.
• Provides technical assistance, instructional and behavioral support to school-based staff in the implementation of special education services for students in low-incidence categories.
• Provides direct support to school administrators, leadership teams, and school-based educators in service of meeting district goals in literacy, mathematics, and other key areas.
• Serves as a liaison between district leadership, school administrators, and frontline educators, fostering collaborative partnerships to support continuous growth and improvement.
• Facilitates dialogue and exchange of best practices among coaches, school leaders, and educators, promoting a culture of shared learning and innovation.
• Routinely builds capacity around the use of data cycles to inform instruction for diverse learners.
• Routinely builds capacity in data-driven instructional lesson planning rooted in high quality instructional materials by modeling and leading effective planning practices using appropriate HQIM resources.
• Provides schools with data protocols and lesson planning protocols that prove to align instruction to the needs of learners.
• Supports and builds the instructional capacity of school-based educators through job-embedded professional learning including modeling lessons, co-teaching, and leading professional learning communities.
• Improves practice by observing and providing high-quality feedback for instruction/lesson implementation, data-analysis, lesson planning, and district-wide meeting structures and protocols.
• Facilitate and participate in collaborative learning walks to collect qualitative data as part of routine data cycles to evaluate the effectiveness of coaching support and make appropriate adjustments.
• Accountable to student growth and performance metrics for those students impacted by support.
• Through regular data cycles, uses identified student performance metrics to evaluate effectiveness of coaching and support and makes appropriate adjustments.
• Communicates effectively and routinely with school administration to identify support needed for school-based educators, evaluate the effectiveness of the support, and identify next steps.
• Collaborates and meets regularly with Instructional Leadership Executive Directors and Academics' Leadership to analyze data that informs strategic and targeted support to school-based staff.
• Commits to being part of a community of learners with liaisons across disciplines to norm on practices and to ensure coherence and alignment in the delivery of support to schools.
• Collaborates to plan, lead, and facilitate CLN and systemic professional learning for school-based staff during the school year.
• Plans and leads professional learning during the summer, inclusive of Summer Institutes for school-based leaders and instructional staff.
• Regularly participates in professional learning opportunities to expand and grow content knowledge and capacity for coaching adults. Stays abreast of current research in high quality coaching.
• Ensure all coaching activities are aligned with district goals and priorities, focusing on measurable impact and student achievement.
• Demonstrates interpersonal skills that ensure effective team building and understanding of the team process.
• Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board's policies and professional standards.

• Unless expressly stated otherwise with respect to the qualifications indicated in the position description, City Schools reserves the right to consider other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position.
• Bachelor's degree from an accredited college or institution.
• Maryland State Advanced Professional Certificate, APC, in Special Education or related field; applicants applying from outside of Maryland should possess equivalent teaching and professional certifications.
• Administrator I endorsement preferred.
• 5 or more years of combined experience in teaching, coaching, and/or school leadership, preferably with students with special needs.
• Experience in coaching adult learners and with use of coaching tools and resources.
• Experience with providing instructional feedback.
• Experience with working with diverse members of a community, seeking multiple perspectives.
• Proficiency in analyzing student data, assessments, and other educational metrics to identify trends, areas of improvement, and instructional priorities with an equity focus.
• Knowledge of how to implement continuous improvement data cycles to drive change ideas and outcomes.
• Deep knowledge in one or more of these areas: federal and state legislation and guidelines governing the education of students with disabilities and the IEP process, effective district, school, and student assessment tools including the Alternative Framework and Maryland School Assessment (ALT-MSA) process.
• Knowledge and understanding of teaching methodologies, learning theories, and strategies across subjects and grade levels.
• Knowledge of culturally responsive pedagogy.
• Knowledge of effective teacher planning that utilizes high quality instructional materials to meet the needs of diverse learners.
• Possession of strong interpersonal and communication skills that demonstrate empathy for those being supported and that support difficult conversations when necessary.
• Excellent written communication skills.
• Proficient skill in the use of technical computer applications including Microsoft Word, Excel, PowerPoint, and Outlook or similar packages.
• Ability to interpret the administrative policies and procedures of the City Schools.

Qualified candidates for the above position must submit the following:

• Completed online application
• Resume that clearly demonstrates the above minimum qualifications. It is important that you include all experiences and education related to the position to which you are applying.
• Upload copies of all transcripts -undergraduate, graduate and all MSDE Certifications
• Must provide three (3) professional references to include: name, title, business address, e-mail address and phone number
• All documentation/certification necessary (scanned copies accepted) to substantiate minimum qualifications; must be uploaded into application
• All documentation must be scanned and uploaded to application

Benefits -- This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: http://www.baltimorecityschools.org

Baltimore City Public Schools ("City Schools") does not discriminate in its employment, programs, and activities based on race, ethnicity, color, ancestry, national origin, nationality, religion, sex, sexual orientation, gender, gender identity, gender expression, marital status, pregnancy or parenting status, family structure, ability (cognitive, social/emotional, and physical), veteran status, genetic information, age, immigration or citizenship status, socioeconomic status, language, or any other legally or constitutionally protected attributes or affiliations. Discrimination undermines our community's long-standing efforts to create, foster, and promote equity and inclusion for all. Some examples of discrimination include acts of hate, violence, harassment, bullying, or retaliation. For more information, see Baltimore City Board of School Commissioners Policies JBA (Nondiscrimination - Students), JBB (Sex-Based Discrimination - Students), JICK (Bullying, Harassment, or Intimidation of Students), ACA (Nondiscrimination - Employees and Third Parties), ACB (Sexual Harassment - Employees and Third Parties), ACD (ADA Reasonable Accommodations), and ADA (Equity), and the accompanying City Schools Administrative Regulations. City Schools also provides equal access to the Boy and Girl Scouts and other designated youth groups. Link to Full Nondiscrimination Notice.

The above is intended to describe the essential content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or requirements related to the essential functions of the position.

For inquiries regarding the nondiscrimination policies, please contact the Equal Employment Opportunity Manager, 200 E. North Avenue, Room 208, Baltimore, MD 21202; 410-396-8542 (phone); 410-396-2955 (fax).

This position is affiliated with the Public School Administrators and Supervisors (PSASA) bargaining union.

This position is affiliated with the State Retirement Plan.