Facilitator, Social Work Services and Specialized Program Development

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:

08-01-2026

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 Coordinator, Behavior Support in the Department of Special Education, the Facilitator, Social Work Services and Specialized Program Development provides professional oversight, mentorship, and consultation to support school social workers in addressing the social, emotional, behavioral, and mental health needs of students receiving special education services in specialized programs . The position coordinates social work services and programming within the Department of Special Education and collaborates with school teams, families, and community partners to design and implement evidence-based interventions, coordinate wraparound services, and remove barriers that impact student learning, well-being, and school engagement. The Facilitator provides clinical consultation during mental health crises, supports the development and implementation of individualized student plans, and facilitates access to community-based mental health resources and services. The role delivers professional learning, coaching, and technical assistance to the social workers in the department as well as school staff on topics related to trauma-informed practices, social-emotional development, mental health, behavior support, and family engagement. Through collaboration, advocacy, and systems-level problem solving, the Facilitator promotes equitable access to supports and helps create safe, inclusive, and responsive learning environments for all students. 

This position has an anticipated start date during the 2026-2027 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:

• Master's degree in social work from a Council on Social Work Education (CSWE) accredited college or university. 

Certification/Licensure:

• Hold the following licenses issued by the Maryland Department of Social Work Examiners and MSDE:
  • Licensed Certified Social Worker- Clinical (LCSW-C).
  • Hold a current Maryland State Department of Education professional license with the School Social Worker endorsement.

Experience:

• Three years of professional social work experience in a PreK-12 educational setting to include:
  • Experience providing direct mental health services, crisis intervention, consultation or case management for children and adolescents.
  • Experience providing professional development to adult learners or school system staff.

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.

• Experience working with a variety of frameworks and specialized programs serving students with emotional disturbance. 
• Experience leading initiatives related to trauma-responsive education, emotional regulation, or crisis/threat management. 
• Experience providing coaching or consultation to school social workers.
• Experience designing, implementing, and evaluating programs at a school, district, or community level.
• Experience collaborating with multidisciplinary teams, including school administrators, psychologists, counselors, educators, and community agencies.
• Experience utilizing data management systems for programmatic analysis and evaluation.
• Experience using data to identify student needs, monitor interventions, and support decision-making.

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.

• Coordinate and support social work programming and services within the Department of Special Education (DSE), ensuring consistent implementation of evidence-based practices, alignment of services, and effective collaboration across schools, programs, and departments.
• Provide consultative and direct social work services including individual and group counseling, crisis intervention, behavioral and mental health consultation, and support for students receiving special education services.
• Facilitate collaboration among families, schools, community agencies, and healthcare providers.
• Support multidisciplinary teams in the development and implementation of individualized student plans and the implementation of specialized programming.
• Design and deliver professional learning, coaching, and technical assistance to the DSE social work 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

• Deep understanding of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and state-specific special education compliance mandates.
• Mastery of current, research-backed mental health interventions, therapeutic modalities (e.g., CBT, DBT, trauma-informed care), and Tier 1, 2, and 3 Multi-Tiered Systems of Support (MTSS).
• Thorough knowledge of child and adolescent development, the DSM-5, socio-emotional learning (SEL) frameworks, and the impact of trauma, poverty, and disability on student learning.
• Understanding of crisis prevention, de-escalation techniques, risk assessment protocols (e.g., threat and suicide assessments), and postvention strategies within a school setting.
• Knowledge of instructional design, coaching frameworks, and effective professional development strategies for licensed professionals.
• Familiarity with local community mental health agencies, social services, healthcare providers, and wrap-around resources available to support families.
• Knowledge of how to build and maintain specialized programs (e.g., therapeutic classrooms, behavior support programs) across diverse school environments.

Skills 

• High-level skill in delivering impactful individual and group therapy, formulating clinical goals, and adapting interventions for students with diverse learning and communication needs.
• Translate complex clinical data into practical, actionable strategies for general and special education teachers.
• Rapid and calm execution of crisis intervention protocols, ensuring safety while coordinating with administrative and community response teams.
• Skill in coordinating services across multiple school sites to ensure equity, consistency, and alignment with department-wide goals.
• Assess the training needs of a social work team, design engaging professional learning, and provide clinical/technical coaching and consultation.
• Skill in collecting and analyzing program outcomes, behavioral data, and service delivery metrics to continuously improve social work initiatives.

Abilities 

• Ability to build consensus and work seamlessly within multidisciplinary teams (IEP teams, psychologists, speech therapists, administrators) to develop comprehensive student plans.
• Ability to bridge communication gaps among diverse stakeholders, including vulnerable families, school staff, medical professionals, and community advocates.
• Ability to approach families and students with deep empathy, cultural humility, and a strengths-based perspective, ensuring equitable access to services.
• Ability to see the "big picture" of the district’s special education department while ensuring that individual school programs run smoothly.
• Ability to remain flexible and responsive in high-stress situations, managing competing priorities across multiple programs and departments.

ADDITIONAL REQUIREMENTS 

Working Hours

This position may require occasional attendance or presentations at evening or weekend events.

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 experience providing professional development to adult learners or school system staff. In your response, include the topic(s) or focus of your work, duration of time implemented, key strategies utilized, and outcomes achieved as a result.

2) Please describe any experience you have working with a variety of frameworks and specialized programs serving students with emotional disturbance. In your response, identify the type(s) of program(s),position(s) you held, and frameworks utilized.

3) Please describe any experience you have providing coaching or consultation to school social workers. In your response, include the time over which the coaching or consultation was provided, key strategies utilized, and any outcomes achieved as a result.

4) Please provide up to two examples of any experience you have designing, implementing, and evaluating programs at a school, district, or community level, including any initiatives related to trauma-responsive education, emotional regulation, or crisis/threat management. In your response, please identify the program(s), your role, stakeholders with whom you collaborated, data management systems utilized for analysis and evaluation, and any outcomes achieved as a result.

5) Please provide up two examples of experience you have using data to identify student needs, monitor interventions, and support decision-making. In your response, include the stakeholders you collaborated with, type(s) of data used, how it was used, and what decisions were made as a result.

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 Educators Association (HCEA) employee bargaining unit. The current salary range for this position is on the Other Certificated Staff 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.