Director, Special Education, Specialized Programs

ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our Strategic Plan, please visit our website and our careers page. Join our award-winning workforce and make a difference in the lives of our students

ABOUT THE APPLICATION PROCESS

Before you begin, please read the position description below carefully and review our application instructions. Be sure your application reflects experience and education to meet any minimum qualifications listed on the job description. Once your application has been submitted, you will not be able to add documentation or make any changes. More details about application requirements are found below.

Please note that application submission will be available only through 11:59 PM on the date prior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely.

Job Posting End Date:

Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

This position will be posted until filled. Initial review of applications will begin on October 30, 2025.

DESCRIPTION

Under the direction of the Executive Director of Special Education, the Director for Special Education, Specialized Programs, provides leadership for the district vision, programming, and implementation of specialized programs for students in HCPSS special education program classrooms. This position serves as a member of the Department of Special Education Executive Leadership Team and provides direct oversight and supervision to district Board Certified Behavior Supervisors (BCBS) and other district-level special education behavioral and program support staff.

The Director will collaborate with the other special education directors, school and central office leaders, behavioral staff, teachers, related service providers, and families to design, implement, and monitor effective evidence-based special education specialized programming matched to the needs of the students in the HCPSS community and aligned with the HCPSS mission to expand opportunities, remove barriers, and foster inclusive learning environments.

MINIMUM QUALIFICATIONS

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

Education:

• Master's degree from an accredited college or university.

Certification/Licensure:

• Hold a current Maryland State Department of Education (MSDE) Professional Certificate or License in an MSDE licensure area at the time of application with any of the additional endorsements below:

  • Administrator I or II

  • Supervisor of Instruction, Assistant Principal, and Principal

Applicants who do not already possess the required licensure above may be considered if you are eligible through one of the pathways below:

• Hold a current MSDE Professional Certificate or License and complete all MSDE requirements for the Supervisor of Instruction, Assistant Principal, and Principal endorsement by the position effective date.

• Hold a current out-of-state or out-of-country educator certificate or license and possess five years of experience as an administrator in a PreK-12 setting.

• Hold a current out-of-state educator certificate or license and have completed both of the following:

  • An out-of-state program leading to administrator licensure

  • Earned a passing score on the School Leaders Licensure Assessment (Praxis 6990)

Experience:

• Five years of experience designing, implementing, and monitoring specialized programs (e.g., regional, self-contained, non-public, public separate day school) in a special education PreK-12 setting, including experience providing professional development to educators on implementing a Multi-tiered System of Support (MTSS) framework in comprehensive and special education program classrooms.

• Experience supervising positions providing special education services to students in a PreK-12 setting.

PREFERRED QUALIFICATIONS

• Graduate degree or post-graduate certificate in Applied Behavior Analysis, School Psychology, or a related field focused on specialized or behavioral education programming.

• Experience designing, implementing, and monitoring specialized programs to meet the needs of neurodivergent learners and learners with related communication or sensory needs.

• Experience managing operating and/or grant budgets within a complex organization, such as a public-school system, or comparably structured organization.

• Experience achieving measurable organizational change that includes:

  • Leading and managing cross-departmental projects or initiatives that advance specialized programs and departmental priorities.

  • Engaging and collaborating with a variety of stakeholders including community groups and Board of Education members to support implementation efforts and communicate program outcomes.

ESSENTIAL POSITION RESPONSIBILITIES

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

• Provides leadership for the evaluation of existing programs, as well as the design, implementation, and monitoring of district specialized programs.

• Provides oversight to the district central IEP process for evaluating student LRE placements as well as nonpublic placements.

• Supervises and evaluates district BCBSs and other district behavioral and specialized program support staff, ensuring high-quality services and compliance with professional standards.

• Collaborates with school leaders to address student needs in both comprehensive and special education program classrooms.

• Reviews and analyzes student nonpublic placement data at the district level to inform decision-making, identify trends, and recommend program adjustments.

• Ensures compliance with IDEA, COMAR, and HCPSS policies related to access to special education specialized programs.

ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

Knowledge

• Extensive knowledge of special education laws, regulations, and best practices, including the Individuals with Disabilities Education Act (IDEA).

• Deep understanding of evidence-based instructional strategies and specialized programming for students with a wide range of disabilities.

• Comprehensive knowledge of behavioral principles and interventions, such as Applied Behavior Analysis (ABA), and experience with Positive Behavioral Interventions and Supports (PBIS).

• Familiarity with current trends and research in special education, curriculum development, and inclusive practices.

• Knowledge of school district operations, including budget management, resource allocation, and organizational structure.

Skills

• Leadership and supervisory skills to effectively guide and manage a team of special education professionals, including Board Certified Behavior Supervisors (BCBSs), in achieving the district's vision for specialized programs.

• Program design and implementation skills to create, launch, and oversee specialized programs that meet the specific needs of students.

• Strong use of collaboration models and communication strategies to build and maintain effective working relationships with diverse stakeholder groups (e.g., families, school-based staff, central office leaders).

• Analytical and problem-solving skills to assess program effectiveness, identify areas for improvement, and develop data-driven solutions.

• Effective conflict resolution skills to address challenges and navigate complex interpersonal dynamics.

• Project management skills to oversee multiple initiatives and ensure timely and successful completion.

• Fiscal management skills to manage program budgets and ensure resources are used efficiently.

Abilities

• Ability to develop and monitor the effectiveness of evidence-based special education programming that is matched to student needs.

• Ability to manage and supervise a team of professionals, providing mentorship, feedback, and professional development opportunities.

• Ability to foster and promote a culture of inclusion, equity, and continuous improvement within the special education department and the broader school district.

• Ability to communicate complex information clearly and effectively to a variety of audiences, both verbally and in writing.

• Ability to work effectively as a key member of a leadership team, contributing to strategic planning and decision-making for the Department of Special Education.

ADDITIONAL REQUIREMENTS 

This position will require occasional evening hours.

APPLICATION REQUIREMENTS

Complete applications must be submitted, and once your application has been submitted, you will not be able to add documentation or make any changes. A current resume is required. Incomplete applications will not be considered.

Supplemental Application Questions

This position requires applicants to provide responses to the supplemental application questions below to determine whether you meet the minimum and preferred qualifications. Please upload your responses in a separate file to the supplemental application questions section of the application.

1) Please describe your experience designing, implementing, and monitoring specialized programs in a special education PreK-12 setting. In your response, include:

• the programs with which you have experience, including any specific to neurodivergent learners and learners with related communication or sensory needs.

• the position(s) in which you gained this experience.

• your role in each of the phases (i.e.: design, implementation, monitoring).

2) Please describe one to two examples that highlight your experience providing professional development to educators on implementing a MTSS framework in comprehensive and special education program classrooms. In your response, identify the audience and size, method of delivery, and any measurable outcomes achieved.

3) Please describe your experience supervising positions providing special education services to students in a PreK-12 setting. In your response, include your position title(s), number of direct reports, and position types supervised.

4) Please describe any experience you possess managing operating and/or grant budgets. In your response, include the type(s) of budgets and total funds managed and position(s) in which you gained each experience.

5) Please describe one to two examples that highlight your experience achieving measurable organizational change including:

• Leading and managing cross-departmental projects or initiatives that advance specialized programs and departmental priorities.

• Engaging and collaborating with a variety of stakeholders including community groups and Board of Education members to support implementation efforts and communicate program outcomes.

SELECTION CRITERIA

Applicants who meet the minimum qualifications will be included in further evaluation. Interviews will be limited to those applicants who, in addition to meeting the basic requirements, have experience and education which most closely match the position qualifications and the needs of the school system.

EMPLOYMENT INFORMATION

Compensation

This is a 12-month per year position in the Howard County Association of Supervisors and Administrators-Administrators (HCASA). The current salary range for this position is in the Director lane on the Central Office Administrators Scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCASA Master Agreement which considers relevant prior experience. Under the Fair Labor Standards Act, this position is exempt from overtime. 

Telework Program

This position is eligible to participate after the first 60 working days of employment. Telework schedules will be subject to approval and determined by the department and/or supervisor. 

Retirement

Membership in the Maryland State Retirement Agency (MSRA) pension plan is a mandatory condition of employment for all employees who meet the eligibility and membership criteria defined in the State Personnel and Pensions Article and the Code of Maryland Regulations (COMAR). A qualifying employee cannot reject membership, nor can an ineligible employee elect membership. The annual contribution to the pension plan will be 7% of an employee's annual salary.

Benefits

HCPSS offers a comprehensive benefits package for eligible employees. Information about additional benefits such as paid time off can be found in the negotiated agreement for employees in this bargaining unit.

Pre-Employment Requirements

Professional references will be contacted prior to any offer of employment. Recommended candidates will be required to provide references from current and recent supervisors.

All employees, regular and temporary, must be fingerprinted, have a criminal background investigation completed, and successfully complete the Maryland Employment History Review, pursuant to Section of the Education Article, Annotated Code of Maryland. In addition, some positions will require completion of a physical examination and/or drug testing.

Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the United States. HCPSS participates in E-Verify and does not offer employee sponsorship.

For questions regarding this posting, please contact Sandy Saval at .

EQUAL OPPORTUNITY EMPLOYER

To request an accommodation during the application or interview process due to a documented disability, please email

HCPSS celebrates diversity and is committed to creating an inclusive environment for all employees and applicants and prohibits discrimination, harassment, and retaliation of any kind. HCPSS is committed to the principle of equal employment opportunity for all employees in providing them with a work environment free of discrimination and harassment. All employment decisions at HCPSS are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability,  sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, veteran status or present military service, family medical history or genetic information, family or parental status, or any other characteristic protected by federal, state or local laws.