Resource Teacher, Special Education, Early Childhood Education

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

Working under the direction of the Director, Early Childhood & Elementary Special Education and the Instructional Facilitators, the Resource Teacher, Early Childhood works closely with early childhood special education staff (Birth - 5), administrators, families, and community partners. The Resource Teacher provides professional learning, instructional support and coaching, as well as procedural support for Individualized Family Service Plans (IFSP) and Individualized Educational Programs (IEP). 

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 one of the following professional licenses:

• Maryland State Department of Education (MSDE) professional certificate or license in Generic Special Education Infant/primary (birth – grade 3).

• Maryland Department of Health license as an Occupational Therapist, Speech Language Pathologist, or Physical Therapist.

Consideration may be given to applicants who:

• Have completed all requirements to be eligible for one of the above licenses 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 or licensed related service provider 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. 

• Three years of experience providing early intervention or special education services utilizing evidence-based practices within an early childhood setting.

• Experience with procedural safeguards in early intervention (Part C) and special education (Part B) including COMAR and IDEA regulations. 

• Experience designing and delivering professional learning for early childhood special educators, related service providers and support staff including follow-up. 

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

• 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 modeling, coaching, and support to staff and families to implement current evidence-based practices for Birth to 5 to promote implementation of high-quality early childhood instruction, specially designed instruction and behavioral interventions based on the observation, assessment, and data analysis process to focus on measurable growth and academic achievement for all students.

• Supports and implements initiatives of early childhood special education and HCPSS including teacher recruitment, school readiness, family engagement, community outreach, and instructional support.

• Travels among schools, homes, and community sites to support staff who work with infants and toddlers with an IFSP (Birth-4) and young children with an IEP (ages 3-5).

• Ensures consistent implementation of procedural safeguards for Birth to 5 programs within HCPSS. Assists staff and families with the transition process within Birth to 5 services, as well as the transition process to kindergarten.

• Designs and implements professional development for early childhood special educators, related service providers, support staff, administrators, community partners, and families.

• Attends IFSP and IEP team meetings, interagency coordination meetings, and other professional meetings within HCPSS and in the community as a representative of Early Childhood Special Education and supports effective communication and partnerships withing HCPSS departments and with community partners to create a network of support for families and young children with IFSPs and IEPs.

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

• Early Childhood & Special Education Practices: Deep understanding of current evidence-based practices, high-quality early childhood instruction, and Specially Designed Instruction (SDI) for children from Birth to Age 5.

• Regulations & Compliance: Thorough knowledge of the Individuals with Disabilities Education Act (IDEA), specifically Part C (Infants and Toddlers/IFSPs) and Part B (Preschool/IEPs), including procedural safeguards and compliance mandates within HCPSS.

• Assessment & Data Analysis: Knowledge of early childhood observation techniques, formal and informal assessment tools, and data analysis methods used to measure student growth and inform instruction.

• Behavioral Interventions: Understanding of positive behavioral intervention strategies and support plans tailored for young children.

• Transition Pathways: Knowledge of the developmental and administrative processes required for seamless transitions within Birth-5 services and into kindergarten.

• Adult Learning Frameworks: Understanding of instructional design and adult learning principles necessary to create impactful professional development.

Skills

• Coaching & Instructional Leadership: Skill in modeling instructional techniques, coaching educators and support staff, and providing constructive feedback to improve practice.

• Data-Driven Decision Making: Skill in translating assessment data into actionable instructional plans and behavioral interventions that target measurable academic and developmental growth.

• Facilitation & Training: Skill in designing, delivering, and evaluating professional development workshops for diverse audiences, including teachers, administrators, related service providers, and families.

• Case Management & Meeting Facilitation: Skill in participating in and leading IFSP/IEP meetings, ensuring adherence to legal timelines, procedures, and collaborative goal-setting.

• Communication & Partnership Building: Strong interpersonal and communication skills to build trust and foster collaboration among HCPSS departments, community partners, and families.

Abilities

• Adaptability Across Environments: Ability to provide high-quality support across multiple settings, including schools, family homes, and community childcare sites, including travel between locations.

• Family-Centered Collaboration: Ability to authentically engage, empower, and support families from diverse backgrounds, acting as a bridge between home, school, and community resources.

• Cross-Functional Representation: Ability to serve as a professional, knowledgeable representative of the Early Childhood Special Education department in interagency and community meetings.

• Equity & Advocacy: Ability to advocate for the school readiness and academic achievement of all students, ensuring equitable access to a comprehensive network of support.

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 experience providing early childhood special education services for young children with IFSPs/IEPs from Birth-5. For each position held, please indicate your position, the setting, and age/grade level served.

2) Please describe your experience with leadership duties, responsibilities, and/or roles including any project management experience you have. Include the position you held for each experience gained.

3) Please describe up to two examples of any experience you have with procedural safeguards in early intervention (Part C) and special education (Part B) including COMAR and IDEA regulations.  

3) Please describe up to two examples of experience you have designing and delivering professional learning for early childhood staff. Include up to two examples of specific professional learnings you have designed and delivered and for each identify the audience, delivery method, and any 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 highlight up to two examples of experience you possess implementing evidence-based practices for early intervention and/or early childhood special education. For each, identify the specific practices utilized and key outcomes achieved as a result.

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

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.