SUMMARY DESCRIPTION:
Under direction of the principal and special education supervisor, provides instructional support to students with disabilities and general classroom teachers. Monitors and evaluates outcomes for students with disabilities.

CERTIFICATE LICENSE:
Meet Maryland State Department of Education require-ments for a Standard Professional Certification I (SPC I) in Special Education.

SUMMARY DESCRIPTION:
Under direction of the principal and special education supervisor, provides instructional support to students with disabilities and general classroom teachers. Monitors and evaluates outcomes for students with disabilities.

CERTIFICATE LICENSE:
Meet Maryland State Department of Education require-ments for a Standard Professional Certification I (SPC I) in Special Education.

KNOWLEDGE, SKILLS, and ABILITIES:
Thorough knowledge of the MCPS K-8 curriculum, MCPS special education program, Individual Education Program (IEP), learning theory, differentiated instruction, data collection, best practices in instruction, research based reading instruction, Individuals with Disabilities Act (IDEA 2004), No Child Left Behind Act of 2001 (NCLB 2001), state and federal policies and procedures related to special education. Ability to work well with students with disabilities, teachers, administrators, and parents of students with disabilities. Ability to appropriately adapt instructional programs and materials. Excellent oral and written communication and human relations skills.

EDUCATION, TRAINING, and EXPERIENCE:
Master's degree or master's equivalency from an accredited college or university in special education, general education, or related field. Certification in appropriate content area is desirable. At least three years of classroom experience as a special education teacher. Experience working with children with varying special instructional needs. At least two different special education teaching experiences are desirable. Course work in developmental reading, child development, applied behavior analysis, methods of teaching mathematics, and assessment. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered. Participation in training workshop for new resource room teachers