Job Description

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:

07-09-2026

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

Under the direction of the Executive Director of Special Education, the Coordinator, Behavior Support provides leadership for the development, implementation, and continuous improvement of behavioral supports across the school system. The Coordinator oversees and aligns behavioral support personnel, practices, and professional learning to ensure consistent, equitable, and evidence-based services for students whose behavioral, social-emotional, or mental health needs impact their access to learning.

This position promotes a comprehensive continuum of behavioral supports grounded in relationship-centered practices, inclusion, student dignity, and meaningful participation in school communities. The Coordinator collaborates with school leaders, central office staff, families, and community partners to build staff capacity, strengthen systems of support, and ensure behavioral services are aligned with district priorities and student needs. The work is guided by the belief that behavior is a form of communication and that positive outcomes are best achieved through understanding, connection, skill-building, and individualized support rather than exclusionary or reactive practices.

MINIMUM QUALIFICATIONS

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

Education:

• Master's degree from an accredited college or university in Education, Special Education, Applied Behavior Analysis, or a related field.

Certification/Licensure:

• Hold a current Maryland State Department of Education professional certificate or license in an MSDE licensure area at the time of application with any of the additional endorsements below:
  • Administrator I or Administrator II
  • Supervisors of Instruction, Assistant Principals, and Principals

Applicants who do not already possess the required licensure above may be considered if you are eligible through one of the pathways below:

• Hold a current MSDE professional certificate or license and complete all MSDE requirements for the Supervisors of Instruction, Assistant Principals, and Principals endorsement by the position effective date.
• Have completed a Maryland Approved Program which leads to licensure as a supervisor of instruction, assistant principal or principal by the position effective date.
• Have completed an approved out-of-State program which leads to licensure as a supervisor of instruction, assistant principal, or principal and includes a supervised clinical practicum and earn passing score on the School Leaders Licensure Assessment (Praxis 6990) by the position effective date.
• Hold a valid professional state license in administration from another state or country and have verification of five years of effective performance as an administrator in a PreK-12 school setting.

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:

• Five years of experience designing, implementing, and monitoring behavioral support systems in PreK-12 settings, including working with students receiving special education services.
• Three years of experience in instructional leadership roles in special education.

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.

• Hold a current Maryland State Department of Education professional certificate or license in Generic Special Education.
• Experience working with students with disabilities at two or more levels (i.e., early childhood, elementary, middle and/or high school).
• Experience developing and conducting professional learning in the areas of special education or instructional leadership for a variety of stakeholders.
• Experience collecting and analyzing qualitative and quantitative data to evaluate the success of education initiatives.
• Prior supervisory experience in the field of education.
• Experience managing grant and operational budgets.

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.

• Leads the development and implementation of a districtwide behavioral support framework.
• Supervises, coordinates, and supports behavioral services personnel including instructional staff, social workers, and Board-Certified Behavior Supervisors.
• Designs and facilitates professional learning, coaching, and consultation systems.
• Coordinates behavioral supports across schools, community-based programs, and specialized services.
• Monitors implementation and student outcome data to advance equitable practices, reduce disproportionality in disciplinary actions, and support safe, inclusive learning environments.

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 Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and Restorative Practices frameworks at a systemic, districtwide level.
• Strong grasp of Applied Behavior Analysis (ABA), trauma-informed care, Social-Emotional Learning (SEL), and evidence-based interventions for diverse student populations.
• Knowledge of professional development design, coaching models (e.g., instructional coaching, behavioral consultation), and implementation science to ensure sustainable staff training.
• Familiarity with IDEA (Individuals with Disabilities Education Act), Section 504, FBA (Functional Behavior Assessment) requirements, and BIP (Behavior Intervention Plan) compliance regulations.
• Understanding of culturally responsive pedagogy, systemic biases in school discipline, and strategies to mitigate disproportionality among marginalized student subgroups.

Skills

• Proficiency in behavioral data collection methodologies, statistical analysis of student outcomes, and tracking metrics related to disciplinary disproportionality (e.g., risk ratios).
• Design, launch, and scale large-scale behavioral frameworks across multiple school sites and community programs.
• Facilitate engaging professional development sessions and provide actionable feedback to educators, specialists, and administrators.
• Lead, evaluate, and support diverse behavioral services teams (e.g., Board Certified Behavior Analysts (BCBAs), behavior specialists, social workers).
• Skill in translating complex behavioral and disciplinary data into clear, actionable insights for school leadership teams to drive equitable outcomes.
• Proficiency in crisis intervention frameworks (e.g., CPI, Safety-Care) and the ability to guide staff through high-stakes behavioral situations.

Abilities

• Ability to look at the "big picture" and understand how district policies, school cultures, and community factors interconnect to impact student behavior.
• Ability to build strong partnerships between school staff, community-based organizations, mental health providers, and families.
• A steadfast commitment to identifying and dismantling systemic inequities and advocating for inclusive, safe learning environments for all students.
• Ability to articulate complex behavioral concepts clearly to varied audiences, including district executives, teachers, parents, and community partners.
• Ability to build trust, navigate resistance to change, and support staff experiencing burnout or secondary traumatic stress.
• Capacity to remain agile, resourceful, and collaborative when addressing unpredictable systemic barriers or complex student cases.

ADDITIONAL REQUIREMENTS

Working Hours

This position will require occasional evening hours.

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 summarize in table format your employment experience in special education. For each position held, please identify your title, employer, start and end date of employment, student levels served, and any leadership and supervisory responsibilities.

2) Please describe your experience designing, implementing, and monitoring behavioral support systems in PreK-12 settings, including working with students receiving special education services. In your response, be sure to identify experience with each of the three stages (design, implementation, and monitoring) as well as the position(s) in which you gained each experience.

3) Please describe up to two examples of experience you possess developing and conducting professional learning in the areas of special education or instructional leadership for a variety of stakeholders. In your response, identify the topic, audience and size, method of delivery, and any measurable outcomes achieved.

4) Please describe up to two examples of experience you possess collecting and analyzing qualitative and quantitative data to evaluate the success of education initiatives. Include in your response the position(s) in which you gained this experience, the specific data utilized, and any decisions made as a result.

5) Please describe any experience you possess managing grant and operational budgets. Include in your response the position(s) in which you gained this experience and the total amount of funds managed in each instance.

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 Association of Supervisors and Administrators (HCASA) employee unit. The current salary range for this position is in the Grade III lane on the Central Office Administrators salary scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCASA Master Agreement which considers 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 sandy_saval@hcpss.org.

EQUAL OPPORTUNITY EMPLOYER

To request an accommodation during the application or interview process due to a documented disability, please email humanresources@hcpss.org

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.