Resource Teacher, Special Education, Instructional Intervention

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 2024 -2029 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 job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.

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:

08-14-2026

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

DESCRIPTION

Under the direction of the Executive Director of Special Education, the Resource Teacher, Instructional Intervention provides districtwide leadership to improve mathematics instruction and intervention for students with disabilities. This position supports schools by building educator capacity, promoting evidence-based instructional practices, providing educator coaching, training, and countywide professional learning sessions (e.g. new educator, in-service, and professional learning across the system) and ensuring the effective implementation of mathematics interventions within a Multi-Tiered System of Supports (MTSS).  Working collaboratively with the Offices of Elementary and Secondary Mathematics, school-based special education teams, and other instructional partners, the Resource Teacher provides consultation, coaching, professional learning, intervention training, and technical assistance to strengthen specially designed instruction and intervention practices. The position also supports the implementation of the HCPSS PreK–12 Mathematics Policy by aligning special education professional learning and instructional practices with district mathematics initiatives.   

This position has an anticipated start date during the current school year. Applicants currently employed with another Maryland public school system are responsible for verifying eligibility for release for this non-supervisory position if selected.

MINIMUM QUALIFICATIONS

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

Education:

• Bachelor’s degree from an accredited college or university.

Certification/Licensure:

Priority will be given to applicants who:

• Hold a current Maryland State Department of Education (MSDE) professional certificate or license in one of the following areas:

• Generic Special Education Infant/primary (birth – grade 3)

• Generic Special Education Elementary/middle (grades 1– 8)

• Generic Special Education Secondary/Adult (grades 6 – adult)

Consideration may be given to applicants who:

• Have completed all requirements to be eligible for a MSDE professional certificate or license in one of licensure areas above at the time of application.

Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Experience:

• Three years of experience as a certificated educator in a special education setting. 

• One year of experience with recent leadership duties, responsibilities, experience, and/or roles (e.g., Instructional Team Leader, School Improvement Team, school-based committees).

PREFERRED QUALIFICATIONS

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don’t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

• Master’s degree from an accredited college or university in special education, early childhood education, curriculum and instruction, administration and supervision, or a closely related field. 

• Experience with PreK-12 mathematics curriculum.

• Experience working with a variety of assessment instruments and techniques.  

• Experience analyzing and interpreting data.

• Experience designing and delivering professional learning for educators and support staff.   

• Experience mentoring or coaching educators to improve instruction and meet the needs of all students.

ESSENTIAL POSITION RESPONSIBILITIES

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

• Provides instructional leadership and consultation to school teams regarding mathematics instruction and intervention for students with disabilities. This may include support with data collection and analysis, collaboratively designing specially designed mathematics instruction aligned to evidence-based practices, instructional coaching and modeling, and intervention support visits. 

• Designs, facilitates, and evaluates professional learning aligned with evidence-based mathematics instructional practices, intervention programs, and the needs of students with mathematics disabilities, including dyscalculia. This may include ongoing intervention support visits and coaching to support implementation of professional learning.

• Provides case consultation and technical assistance to schools to support data-based instructional decision-making within MTSS.

• Analyzes student performance and implementation data across the district and at individual schools to identify trends, evaluate intervention effectiveness, and recommend improvements.

• Collaborates with the Offices of Elementary Mathematics, Secondary Mathematics, Title I, and other curricular offices to align special education practices and professional learning with district mathematics initiatives and the PreK–12 Mathematics Policy.

• Attends relevant MSDE meetings and provides information to the DSE team.  

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

• Evidence-Based Mathematics Instruction & Interventions: In-depth knowledge of PreK–12 core mathematics curricula, evidence-based instructional strategies, and targeted intervention frameworks for students with disabilities, including dyscalculia and math-related learning differences.

• Multi-Tiered System of Supports (MTSS) & Special Education: Mastery of data-based decision-making within an MTSS framework, Specially Designed Instruction (SDI), Individualized Education Program (IEP) alignment, and relevant state/federal special education laws and regulations (e.g., MSDE guidelines).

• Data Analysis & Assessment: Understanding qualitative and quantitative data collection methodologies, diagnostic math assessments, progress monitoring tools, and methods for evaluating system-wide instructional trends.

• Adult Learning Principles: Knowledge of adult learning theory, instructional coaching frameworks, and methods for designing, facilitating, and evaluating high-impact professional development.

Skills

• Instructional Leadership & Coaching: Skilled in providing job-embedded coaching, classroom modeling, and actionable feedback to educators to build capacity around evidence-based math practices.

• Collaborative Case Consultation: Ability to provide targeted technical assistance and case consultation to school-based teams to refine intervention plans and resolve complex learning challenges.

• Cross-Departmental Collaboration: Proven skill in partnering with curriculum offices (Elementary/Secondary Math, Title I, Special Education) to align district initiatives, policies, and instructional strategies.

• Data Analysis & Evaluation: Skilled in analyzing district- and school-level performance and implementation data to evaluate program effectiveness, identify achievement gaps, and inform policy recommendations.

Abilities

• Bridge General and Special Education: Ability to align Specially Designed Instruction seamlessly with district-wide core mathematics standards, initiatives, and PreK–12 policies.

• Design & Facilitate Professional Learning: Ability to create engaging, sustained professional development series that translate complex research on math disabilities into actionable classroom practices.

• Communicate Systemic Information: Ability to synthesize complex guidance from state department meetings (e.g., MSDE) and translate it into clear, practical strategies for district and school teams.

• Drive Systems Improvement: Ability to identify trends across multiple school sites and lead strategic efforts that improve math outcomes for diverse learners.

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. Incomplete applications will not be considered.  Resumes will not be accepted in lieu of a completed application.
 
Supplemental Application Questions

This position requires applicants to provide responses to the below supplemental application questions 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 recent leadership duties, responsibilities, experience, and/or roles (e.g., Instructional Team Leader, School Improvement Team, school-based committees).

2) Please describe your experience with PreK-12 mathematics curriculum. In your response, please identify the grade levels or specific mathematics courses you have taught.

3) Please describe up to two examples of experience you have working with a variety of assessment instruments and techniques.

4) Please describe up to two examples of any experience you have analyzing and interpreting data. In your response, please identify the specific data analyzed and any key decisions made as a result.

5) Please describe up to two examples of any experience you have designing and delivering professional learning for educators. In your response, please identify the topic(s), audience, and delivery method as well as any key outcomes achieved.

6) Please describe up to two examples of any experience you have mentoring or coaching educators to improve instruction and meet the needs of all students. In your response, please identify any key strategies utilized and outcomes achieved.

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 an 11-month per year position in the Howard County Educators Association (HCEA) employee bargaining unit. The current salary ranges for this position are on the 11-Month Special Education Teacher salary scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCEA Master Agreement which considers education and relevant prior experience. Under the Fair Labor Standards Act, this position is exempt from overtime.

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 6-113.2 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 [email protected].

EQUAL OPPORTUNITY EMPLOYER

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

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.