POSITION: Assistant Instructional Supervisor – Mental Health Supports
ORGANIZATION / LOCATION: Special Education Administration
REPORTS TO: Instructional Supervisor - CCEIS
REVISION / REVIEW DATE:
JOB CODE:467
UNION: ASASP_II
CLASSIFICATION: ASASP Unit II
GRADE: 3
POSITION SUMMARY:Under the direction of the Instructional Supervisor, the Assistant Instructional Supervisor – Mental Health Supports will support the monitoring of major initiatives of the Department of Special Education to ensure compliance with federal, state and local regulations. The incumbent of this position is responsible for providing leadership for the Comprehensive Coordinated Early Intervening Services (CCEIS) Program, mental health providers and other major grant programs.
DUTIES AND RESPONSIBILITIES Provides direct leadership in the implementation and monitoring of
major special education initiatives such as the Comprehensive Coordinated Early
Intervening Services (CCEIS) program; Provides supervision to all social workers and other mental health
providers who provide direct mental health support and clinical mental health
services to general education and students with disabilities; Conducts formal and informal observations of social workers and
other mental health providers; Works collaboratively with contracted vendors and community
partners to provide resources, counseling and other mental health and
behavioral intervention services; Provides technical support in analyzing data to ensure delivery of
special education services in the least restrictive environment; Assists in development of the strategic plan and provides direct
and indirect technical assistance to departmental offices in the implementation
social-emotional and mental health practices; Collaborates with Information Technology to develop and implement
technical tools to support special education initiatives such as student
progress monitoring tools and user friendly APEX reports; Plans and coordinates cross-functional opportunities for
professional learning related to social-emotional learning, trauma informed
care, behavioral supports and tiered systems of support; Assists in preparation of special education progress monitoring
documentation such as grant monitoring tools, interim and final grantee
progress reports and status, and other required reports; Assists with the development, implementation, and monitoring of
special education grants; Coordinates, assists in the preparation, and facilitates the
review of Request for Proposal (RFP) and Invitation for Bids (IFB) for Special
Education Department; Works collaboratively with the Medicaid Office to ensure billing is
completed in accordance with state regulations for mental health service
providers; Serves as a liaison between key PGCPS departments and the
Department of Special Education; and Performs other duties as assigned.
QUALIFICATIONS Thorough knowledge and understanding of issues and legislation
relevant to special education; Knowledge of use of technology to support learning; Demonstrated knowledge of administrative policies, goals and
objectives; Demonstrated competence in developing and leading professional
learning opportunities for educators, principals and administrators related to
social-emotional learning, trauma informed care, behavioral supports and tiered
systems of support; Ability to manage and prioritize tasks in a work environment with
high performance demands; Excellent oral and written communication skills, as well as
effective human relations and interpersonal skills; and Computer literacy including proficiency with Microsoft Office.
EDUCATION and/or EXPERIENCE REQUIREMENTS: Master's degree from an accredited college or university in social work required. A minimum of five (5) years of successful experience working as a related service provider to include two years in a lead or supervisory capacity required.
CERTIFICATION REQUIREMENTS: Advanced Professional Certificate with Administrator I endorsement required; licensed at the LCSW-C level required.
SUPERVISORY RESPONSIBILITIES: Supervises and provides guidance 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: Normal
ADDITIONAL INFORMATION: None.
Prince George’s County Public Schools • www.pgcps.org • 14201 School Lane, Upper Marlboro, MD 20772