POSITION SUMMARY:
Under
the direction of the Coordinating Supervisor, the Assistant Instructional
Supervisor – Alternate Framework will be responsible for providing
coordination, training, oversight and monitoring of the instructional programs
for students with the most significant cognitive disabilities. The incumbent
will assist local school administrators with supervision, training and
oversight of the delivery of specially designed instruction. The incumbent will
support school teams in effective instructional and behavioral planning for students
who participate in the alternate instructional framework and assessment programs,
including the Community Referenced Instruction (CRI) programs, regional schools
and regional programs located in comprehensive schools, and will serve as a
resource to the school administrators, school-based staff and parents of
students with significant cognitive and multiple disabilities.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Provides direct leadership and coordinates in the programmatic
design, implementation and monitoring of instructional programs for students
with significant cognitive disabilities who participate in the alternate instructional
framework and assessment, including the CRI programs, regional programs located
in comprehensive schools, and regional schools;
Plans and delivers training and professional learning
opportunities to school-based staff and parents/guardians on the alternate
instructional framework, specially designed instruction, alternate assessments,
curriculum supports/adaptations, evidenced-based strategies, behavior
strategies, and Essential Elements related to college- and career-readiness
standards and the Next Generation Science Standards (NGSS);
Responds to requests from principals, school-based staff members
and central office staff for support regarding the identification, evaluation
and placement of students with the most significant cognitive disabilities;
Collaborates with the Coordinating Supervisors and Instructional Supervisors
in the planning and implementation of monthly/quarterly Principal, Special Education
Coordinator and departmental meetings identifying, developing and providing
professional learning, sharing resources and supports that are aligned with
PGCPS and departmental goals and systemic initiatives;
Conducts formal and informal teacher and support staff
observations in collaboration with school-based administrators;
Collaborates across district offices to coordinate the selection,
planning, analysis and monitoring of curriculum instructional resources and
online tools to support the implementation of the alternate instructional
framework and alternate assessment;
Collaborates with Human Resources and other district offices on
appropriate placements of Special Education teachers and support staff in
regional and community referenced instruction programs;
Participates in Individualized Education Program (IEP) team
meetings, as appropriate, and serves as a resource for school-based
administrators, educators and parents;
Supervises and evaluates instructional specialists, resource
teachers and other program staff members;
Acts as a liaison between the Maryland State Department of
Education (MSDE) and Prince George's County Public Schools (PGCPS) on key special
education issues related to students with significant cognitive disabilities
and the alternate instructional framework and assessment; and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Extensive knowledge of special education federal, state and local
mandates;
Knowledge of Maryland’s College and Career Ready Standards,
Dynamic Learning Maps (DLM) Essential Elements, Alternate Instructional
Framework, and general and alternate assessments, and the ability to apply
these to curriculum and classroom instruction;
Knowledge and understanding of various service delivery models,
specially designed instruction, behavior/evidenced-based strategies to ensure
improved performance outcomes for students with disabilities;
Knowledge of instructional materials with adaptations,
modifications and accommodations, and experience teaching students with significant
cognitive disabilities across the continuum with diverse special populations;
Knowledge and understanding of best practices for inclusion of
students with significant cognitive abilities in the general education
settings;
Knowledge of assistive technology and communication modalities for
students with significant cognitive disabilities;
Ability to provide professional development and assess the needs
for significant cognitive and multiple disabilities programing, specially
designed instruction and support services;
Ability to develop and review Individualized Education Programs,
including program modifications, supports and transition planning for students
with the most significant cognitive disabilities;
Excellent written and oral communication, positive interpersonal
skills and the ability to work effectively with diverse student populations and
teams;
Ability to create a team that works collaboratively and promotes
high expectations for all staff and partners; and
Ability to communicate effectively with administrators, educators,
students and parents.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master's
degree from an accredited college or university in education and/or special
education required. A minimum of five (5)
years of successful teaching experience in special education with a strong special
education instruction and compliance background required.
CERTIFICATION REQUIREMENTS:
Advanced Professional
Certificate with Administrator I endorsement required; certification in Special
Education or dual certification in General and Special Education required.
SUPERVISORY RESPONSIBILITIES:
Assists the
Coordinating Supervisor in overseeing and providing guidance and direction 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.