Resource Teacher, Special Education, Middle Schools

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 Instructional Facilitator, the Resource Teacher, Middle School provides support and guidance to teachers, administrators, families, curriculum staff, and Department of Special Education (DSE) colleagues in the areas of instruction, transition, and compliance in alignment with the HCPSS Strategic Plan.  In this role, the Resource Teacher assumes responsibilities or projects in alignment with DSE priorities with a strong emphasis on high-quality specially designed instruction (SDI) for students on diploma or certificate tracks, as well as functional communication and behavior/social-emotional needs.   

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 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 the 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 education, special education, curriculum and instruction, administration and supervision, or a closely related field. 

• Three years of experience as a licensed professional in a secondary special education setting.

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

• Experience working with a variety of education disabilities across a continuum of special education service delivery models (e.g., delivering specially designed instruction in whole group and small group/individualized settings within and outside of the general education classroom; experience among all disability categories such as specific learning disabilities, emotional disabilities, autism, intellectual disabilities, etc.) 

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

• Experience with instructional strategies/methodologies, assessment tools, and other techniques (e.g., specialized strategies for reading foundation skills, applied behavior analysis techniques, behavior intervention strategies, formal and informal assessment tools).  

• Experience with procedural safeguards in special education including COMAR and IDEA regulations

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.

• Collaborates with school and centrally based staff to develop high-quality evidence-based practices, behavior interventions and supports, and special education procedural safeguards. This could include but not be limited to observing students, attending IEP meetings, modeling lessons, designing model instructional materials, reviewing IEP documents, etc. This may also include mentoring/supporting new teachers and instructional team leaders.  

• Provides job-embedded and differentiated professional learning and/or other projects aligned with DSE priorities.

• Facilitates problem solving based on collection and analysis of individual and school data, including support for high-conflict IEP meetings.  

• Assists and/or supports the transition of students with disabilities between multiple levels or programs and supports other county-wide initiatives and compliance needs, attends meetings.  

• Participates in the Central Education Placement Team (CEPT) process and state complaint investigations, including subsequent follow-up or training aligned with findings.

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

• Special Education Law & Compliance: Deep understanding of the Individuals with Disabilities Education Act (IDEA), Section 504, and state/local regulations regarding IEP procedures, compliance timelines, and procedural safeguards.

• Evidence-Based Practices (EBPs): Strong grasp of research-backed instructional methodologies, behavioral interventions (e.g., Functional Behavior Assessments, Behavior Intervention Plans), and Multi-Tiered System of Supports (MTSS).

• Adult Learning Principles: Knowledge of how to design and deliver effective, job-embedded, and differentiated professional development for diverse school-based staff.

• Data-Driven Decision Making: Familiarity with techniques for collecting, analyzing, and interpreting individual student and school-wide data to drive instructional and behavioral modifications.

• Systemic Processes & Dispute Resolution: Understanding of state complaint investigation procedures, central education placement team (CEPT) processes, and legal frameworks for dispute resolution.

Skills

• Instructional Coaching & Modeling: Ability to model evidence-based lessons, design exemplary instructional materials, and provide constructive mentorship to new teachers and instructional team leaders.

• Conflict Resolution & De-escalation: Skilled in facilitating high-conflict IEP meetings, managing emotionally charged situations, and guiding teams toward collaborative solutions.

• Collaboration & Relationship Building: Strong interpersonal skills to work effectively across multiple tiers, including central office leadership, school-based administration, teachers, and families.

• Student Observation & Assessment: Proficiency in conducting structured student observations and evaluating IEP documents to ensure instructional and legal integrity.

• Program & Transition Facilitation: Ability to coordinate and support smooth transitions for students with disabilities moving between different educational levels, programs, or placements.

Abilities

• Adaptability & Problem-Solving: Ability to analyze complex school and student data to identify root causes of challenges and pivot strategies to meet department priorities.

• Effective Communication: Ability to clearly articulate complex special education regulations, behavioral data, and instructional strategies to both technical (staff) and non-technical (parents) audiences.

• Project Management & Organization: Ability to balance multiple priorities, including attending various school meetings, leading county-wide initiatives, and following up on state complaint findings.

• Leadership & Mentorship: Ability to inspire, support, and build the capacity of instructional teams, fostering professional growth in others.

• Objectivity & Analytical Thinking: Ability to remain neutral, analytical, and solutions-oriented during formal state investigations and placement processes.

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 identify your specific experience in special education, including any experience working with students with significant disabilities. For each position held, please indicate your title, the setting/service delivery model, age/grade level served, and the specific disabilities with which you gained experience.

2) Please describe your recent leadership duties, responsibilities, experience, and/or roles (e.g., Instructional Team Leader, School Improvement Team, school-based committees).

3) Please describe your experience developing and conducting professional learning in the area of special education. In your response, please identify the professional learning topic, audience, and method of delivery as well as any specific outcomes achieved.

4) Please describe up to two examples of experience you have mentoring or coaching educators to improve instruction and meet the needs of all students. For each, identify specific strategies you utilized and any outcomes achieved.  

5) Please provide specific two specific examples of how you have used formal and informal assessment tools to develop effective instruction and further student progress.

6) Please describe up to two examples of any experience you have with procedural safeguards in special education including COMAR and IDEA regulations.    

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.