Under the direction of the Associate Superintendent, the Area Instructional Specialist is responsible for ensuring that the instructional program defined by the Prince George’s County Public Schools is implemented effectively and appropriately in his/her community of schools. An employee in this class is responsible for providing direct assistance to the Area Office by actively supporting, monitoring, and evaluating the implementation of the instructional program at assigned schools. The Area Instructional Specialist will conduct classroom observations, monitor the implementation of the instructional program, conduct professional development; and assist schools to implement the School Improvement Process.  Additionally, the incumbent will assist with interpreting Board policies, procedures and guidelines; working with parents/guardians to respond and resolve stakeholder concerns and issues; and providing leadership and support in formulating, developing, implementing, sustaining and evaluating schools' parent and community engagement programming strategies to support student learning in and out of school.

Conducts observations and school visits; provides non-evaluative coaching and feedback to school leaders and teams and recommends follow-up activities to improve instructional practice;

Proactively addresses issues to avoid misunderstandings or conflicts and assists parents with concerns, inquiries or complaints with resolution through determining the best plan of action;

Coordinates and facilitates professional development and other customized supports targeted at improving engagement and providing strategies to support student success;

Provides assistance to Instructional Directors and Associate Superintendent by responding to questions and concerns from parents/guardians, and works with school-based staff to help resolve conflicts;

Monitors the implementation of the instructional program in schools within the community and recommends program enhancements to Principals, Instructional Directors and Associate Superintendent;

Assists schools with the interpretation of Board of Education policies, procedures and guidelines as they relate to instruction;

Maintains confidential records and databases regarding inquiries, complaints and correspondence, along with follow-up actions;

Supports Instructional Directors and Principals in facilitating needs assessments for schools, identifying focus areas and creating a customized action plan for increasing family and community engagement; and

Performs other duties as assigned.

Ability to work collaboratively to improve instruction using research-based approaches;

Knowledge of instructional techniques, management skills and strategies for modifying curriculum;

Keeps abreast of latest research, best practices, developments and techniques in the delivery of instruction;

Thorough knowledge of Prince George’s County Public Schools (PGCPS) organization and K-12 curriculum, classroom assessment practices, program of studies, policies, testing practices and federal and state laws related to instruction;

Demonstrated skills creating and facilitating professional development and other customized supports;

Experience in determining program evaluation criteria and implementing ongoing program evaluation;

Demonstrated leadership and administrative competency;

Effective planning and organization skills, as well as the ability to multi-task and meet deadlines;

Effective communication (oral and written), as well as human relations skills;

Ability to effectively mediate stakeholder concerns; and

Experience working with computers and other technology.

Master's degree from an accredited college or university in education, educational policy, administration or a closely related field required.  A minimum of five (5) years of successful teaching experience is required.  Previous experience in a teacher leadership role required.

Advanced Professional Certificate with Administrator I endorsement required; Administrator II preferred. Incumbents will be required to conduct classroom observations using the Framework for Teaching model developed by Charlotte Danielson. 

No direct supervisory responsibilities.



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.




The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.




None.