POSITION SUMMARY:
Under the direction of
the Instructional Supervisor and/or Principal, the Social
Emotional Academic Development (SEAD) Coordinator will be responsible for
coordinating the instructional programs, including all educational services as
they relate to the emotional, social, behavioral and academic needs for
students with disabilities. The incumbent will communicate with parents and
families, various Prince Georges’ County Public School offices, outside
agencies as well as staff from other programs.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Implements systems of training, coaching, and support so that
students with disabilities are provided evidence-based, specially designed instruction
that meets the unique needs of the student;
Oversees the development and implementation of interventions,
functional behavior assessments and behavior plans for the purpose of providing
a safe and effective educational environment for students with challenging
behaviors;
Provides guidance, consultation, and professional development for
staff on the implementation of behavior management strategies and supports for
students with challenging behaviors;
Supports and oversees the implementation of social emotional
learning competencies in the classroom;
Provides instructional leadership for the alignment of curriculum,
instruction and assessment for students within the SEAD program with behavioral
and social emotional disabilities;
Identifies and assesses the instructional and environmental
modification needs, learning styles and appropriate techniques for use with
special education students to facilitate placement in the least restrictive
environment;
Assists classroom teachers and related services personnel in
developing and implementing an appropriate individual educational program (IEP)
for all students in the various special education programs;
Coordinates communication within the building, Individual
Evaluation Program (IEP) team, families and with the students’ base schools,
outside agencies, and/or personnel from other programs;
Assists in the development and implementation of new programs that
focus on integration of disabled and non-disabled students;
Implements positive behavior strategies for students in accordance
with the Code of Maryland Regulations (COMAR) related to appropriate discipline
procedures in schools, including de-escalation techniques and safe physical
intervention methods;
Assists school administration with the evaluation process for
observing and supervising classroom staff, including special educators,
paraprofessionals, instructional special education assistants (ISEA), and
dedicated assistants (DA); and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Must possess instructional knowledge and expertise in crisis
intervention and proactive and effective behavior management strategies;
Must possess instructional knowledge and expertise in applying a
gradually progressive system of verbal and nonverbal strategies to effectively
deescalate potentially dangerous situations;
Knowledge of trauma informed care and best practices related to social
and emotional learning support, strategies, techniques, and methods of
instruction;
Knowledge of special education instructional and diagnostic
techniques, management skills and strategies for differentiating the general
education curriculum, including adapting and modifying curriculum aligned to
Maryland College and Career Ready Standards;
Knowledge of federal and state legislation and regulation,
including local policies and procedures in special education;
Knowledge of state and local standards, alternate state
assessments, national
standards, curriculum
development, and student program accountability;
Effective program planning and organizational skills;
Demonstrated skills in effective human relations and in oral and
written communication;
Ability to provide professional development to school teams
related to educational programming for students with disabilities;
Ability to develop and review Individualized Education Plans,
including program modifications, supports and transition planning for students
with disabilities;
Ability to provide instruction and leadership skills that reflects
multiple perspectives and multicultural education;
Ability to demonstrate knowledge of various methods of data collection
and subsequent analysis and interpretation for data to drive appropriate
behavioral interventions; and
Ability to create a team that works collaboratively and promotes
high expectations for all students.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master’s degree from an accredited college or university in special education
or related services field, required. A
minimum of three (3) years successful teaching experience or providing related
services in special education, including experience working with peers in
instructional setting; and three years’ experience as a lead teacher,
administrator, or support staff working with students with emotional and
behavioral disabilities.
CERTIFICATION REQUIREMENTS:
Advanced Professional
Certificate with Administrator I and in Special Education endorsements
required.
SUPERVISORY RESPONSIBILITIES:
No direct supervisory responsibilities.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.