Provides professional learning, coaching, and support in the development, implementation, and monitoring of a Multi-Tiered System of Support (MTSS) framework to address complex academic and behavioral issues that impact the school climate. The position will focus on increasing the capacity of classroom teachers, staff, and school teams in utilizing data driven problem solving to improve student achievement and behavior, as well as the overall classroom climate. Performs other duties as assigned.
MINIMUM QUALIFICATIONS
Education, Training, and Experience:
Graduation from an accredited college or university with a bachelor's degree. Three years successful teaching experience. Experience that includes coaching peers, working with students outside the classroom setting and modeling effective differentiated instruction and response to intervention practices preferred. Master's Degree preferred.
Licenses and Certificates:
Possession of a Maryland Educator Professional Certificate appropriate to the area of assignment. OR Possession of, or eligibility for, a Maryland Educator Professional License appropriate to the area of assignment. Possession of a Maryland Educator Advanced Professional Certificate or Advanced Professional License is preferred.
Knowledge, Skills, and Abilities:
Knowledge of the Multi-Tiered System of Supports (MTSS), function-based thinking, and positive behavior planning. Knowledge of the principles and practices of pedagogy. Knowledge of curriculum. Knowledge of effective instructional techniques. Knowledge of instructional materials and equipment. Knowledge of and skill in the use of database, internet, spreadsheet, word processing, and related applications. Skill in administering and analyzing informal assessments. Skill in differentiating instruction and engaging in problem-solving. Demonstrated leadership, collaboration, and organizational skills. Skill in instructing students. Skill in preparing and implementing lesson plans. Skill in communicating with students, their parents, administrators, and others. Ability to maintain confidential information.
PHYSICAL AND ENVIRONMENTAL CONDITIONS
The work of this class is generally performed in a school environment. Work may require the ability to move around the school and classroom.
GRADE:
10
- Month Pay Scale
- Valid until January 2026
- 10•Month Pay Scale•Effective January 1, 2026
SALARY:
$60,600
- $120,717 (Valid Until 12/31/2025) $61,026
- $120,717 (Effective 1/1/2026) Visit the BCPS Office of Payroll website for additional information on pay scales, other compensation and leave accruals at: Office of Payroll
- Baltimore County Public Schools
- www.
bcps.org/operations/fiscalservices/payroll
OTHER COMPENSATION
Position may be eligible for relocation bonus, extra duty activities pay, or other student activities pay as defined in the applicable Bargaining Unit Agreement.
FLSA STATUS
Exempt
RETIREMENT
Eligible for the Maryland State Retirement System.
BENEFITS
BCPS offers a comprehensive benefits program for eligible employees including options for medical plans, dental plans, vision, life insurance, flexible spending accounts, disability coverage, and 403(b)/457 plans. Other benefits include paid holidays, sick, personal business, and bereavement days, and flexible leave options such as FMLA, sick bank, and board approved leaves. All new hires will attend a benefits meeting upon hire. Visit the BCPS website for additional information about benefit plans for BCPS employees at https://www.bcps.org/hr/compliance/benefits_and_retirement This posting describes the duties and responsibilities of a position or group of positions. It shall not be held to exclude duties not referenced nor limit the right of management to assign work to employees.
NON-DISCRIMINATION STATEMENT
The Board of Education of Baltimore County does not discriminate on the basis of race, color, religion, sex, national origin, age, marital status, sexual orientation, gender identity, genetic information, disability, or veteran status in matters affecting employment or in providing access to educational programs or activates and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the Board's nondiscrimination policies should be directed to: EEO Officer, Officer of Equal Employment Opportunity, Baltimore County Public Schools, 6901 Charles Street, Building B, Towson, Maryland 21204 (443-809-8937).
Application Instructions:
Please read and carefully follow the instructions provided below. Applicants are required to have a completed application on file for employment with Baltimore County Public Schools (BCPS). Information on your resume and application must match. This information is necessary for salary determination should you receive an offer of employment. Professional references must be submitted to complete your application. Examples of professional references include current and former principals, supervisors, managers, mentor teachers and university/college supervisors. Personal references from colleagues, friends, community members, etc. will not be accepted. Be sure to account for all periods of employment and unemployment. Failure to complete all fields of the "Work Experience" section of the application may result in your application not being considered. A resume will not be the only document considered in determining your qualifications for a position. You MUST attach your unofficial transcript(s) or license(s) to your application if you are applying for a position as a teacher or position which requires Licensure/Certification.
Proof of Licenses, Certifications and Education:
Applicants are required to submit proof of licenses, certifications and education beyond high school to meet the required and preferred qualifications of the position. Diplomas or transcripts must show the applicant's major field of study. Copies and unofficial transcripts are acceptable only at the application stage. Official transcripts must be provided only after you have accepted a contingent offer. Failure to submit proof of Licenses, Certifications and Education may result in your application not being considered. Proof of licenses, certifications, and/or education must be submitted with your application.
Proof of Degree Equivalency:
Applicants who have obtained a degree from outside the United States are required to submit degree equivalence documentation from a MSDE approved Foreign Transcript Evaluation Agency. This information is located on the MSDE website at https://marylandpublicschools.org/about/Pages/DEE/Certification/Foreign-Transcript-Evaluation-Agencies.aspx
Pre-Employment Requirements:
All people employed by the Baltimore County Public Schools, regular and temporary, are required to be fingerprinted and have a criminal background investigation (per COMAR) completed. The fee charged for fingerprinting is $109. Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the US. If you have military experience, you will be asked to provide a copy of DD214. Official transcripts will be required upon hire and must be sent via e-script/clearinghouse from your university. Some positions will require employees to undergo a physical examination and/or drug testing. All newly hired personnel must attend a Benefits and Retirement Orientation meeting. Additional job verification will be required for salary credit.
Contact Information:
Chloé
Duncan, MBA, IPMA-SCP Human Resource Officer Certificated Staffing Phone:
443-809-4146
Email:
cduncan4@bcps.org Provides training, consultation, and support in the development, implementation, and monitoring of the Multi-Tiered System of Supports (MTSS) to support the academic and social emotional growth of students. Collaborates with school administrators, teachers, and other school staff to identify, implement, deliver and monitor evidence-based interventions and supports school-wide/universal prevention and early intervention. Works collaboratively with the literacy team to support and implement a multi-tiered system of support (MTSS) for literacy, ensuring that interventions are tailored and differentiated for the diverse needs of students. Monitors and analyzes data to assess the effectiveness of tiered interventions and makes data-driven decisions to refine and improve support systems. Compiles, reviews, and analyzes school-wide and classroom data to assist in identifying academic and social emotional areas of need within the school's Multi-Tiered System of Support (MTSS) framework and necessary follow-up. Serves as a member of teams including but not limited to: Instructional Leadership Team, Positive Behavioral Interventions and Supports (PBIS), Climate, Attendance, Leadership committees to help with the design and delivery of Academic and SEL lessons/Advisory curriculum especially those related to prosocial skill building, conflict resolution skills, self-regulation and peer relations. In conjunction with Equity team, works to centralize conversations about interrupting inequitable systems and to create safe spaces for conversations about race and equity. Collaborate and coteach with classroom teachers to problem solve and plan for classroom, group, and individual student needs as indicated by data. Supports collaborative data discussions using protocols that improve classroom instruction, support the alignment of resources for students, and make recommendations for core instruction and interventions. Compiles, reviews, and analyzes student data to prepare for individual student planning, with a focus on increasing adult capacity to effectively support identified student. Analyzes data and assists teachers in analyzing data from reading/literacy assessments (e.g., screening, progress monitoring, diagnostic, outcomes) to identify strategies and make recommendations to meet the needs of individual students. Participates in school-based Student Support Team (SST) meetings when appropriate to assist in data-based problem solving, individual student planning, and progress monitoring. When appropriate, assists in development of Functional Behavioral Assessments (FBA) and corresponding Behavior Intervention Plans (BIP) in collaboration with team members for students in general education. Supports adults in monitoring student's response to the interventions through on-going data collection. Maintains professional knowledge of successful research-based practices in literacy and mathematics and shares relevant information with school staff.
