Instructional Facilitator Of Student Well-Being
The Instructional Facilitator of Student Well-Being, under the direction of the Executive Director, Student Well-Being, serves as the lead for reportable offense management for the school system and co-lead for district level discipline initiatives related to equitable practices. This position focuses on extensive data collection, sharing, and analysis as well as acts as a direct consultant to administrators. They collaborate with various stakeholders to ensure thorough implementation of the reportable offense policy, including administrator training and student / family support. In relation to discipline, essential components of this position include data analysis of student discipline data with a focus on disproportionality, observation and evaluation of school / teacher implementation of fair and consistent expectations, and oversight of school implementation of recommended action steps. Additional responsibilities include supporting students returning from DJS placement, as well as supporting administrators with implementation of policy 9460, policy 9280, policy 9250 and policy 9290.
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 position if selected.
Minimum Qualifications
Applicants must meet all qualifications below to be considered for the vacancy.
Education : Possession of a Master's degree in Education or a related field.
Certification / Licensure : Priority will be given to applicants who hold a current Maryland State Department of Education (MSDE) Professional Certificate or License in an MSDE licensure area at the time of application with any of the additional endorsements below :
- Administrator I or II
- Supervisor of Instruction, Assistant Principal, and Principal
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 Supervisor of Instruction, Assistant Principal, and Principal endorsement by the position effective date.Hold a current out-of-state or out-of-country educator certificate or license and possess five years of experience as an administrator in a PreK-12 setting.Hold a current out-of-state educator certificate or license and have completed both of the following :An out-of-state program leading to administrator licensureEarned a passing score on the School Leaders Licensure Assessment (Praxis 6990)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 (5) years of professional certificated experience at the secondary level (e.g., classroom teacher or in a student services role). Three (3) years of experience leading beyond the classroom or evidence of leadership roles or leading programs or projects.
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.
Administrator experience at the secondary level.Leading or participating in policy development.Development and / or implementation of student safety plans.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.
Manages all reportable offenses and ensures all steps of policy 9280 are implemented with fidelity. Completes all data collection and reports to MSDE.Coordinates with Office of Safety & Security and serves as POC for school administrators.Collaborates with leaders in Student Well-Being and Division of Schools to complete data analysis for student discipline with a focus on disproportionality.Evaluates school implementation of fair and consistent discipline practices through observation and evaluation of individual teachers, teams and school-wide processes and procedures.Provides recommendations for improvement based on observations, evaluations and data analysis.Serves as a liaison with the reportable offense hearing officer if it is determined another placement is needed.Ensures follow-up as defined by policy and makes recommendations throughout the process.Serves as a point of contact for students returning from DJS placement.Coordinates with all stakeholders and supports student transitions.Provides professional learning and support to school administrators on Policy 9200 Student Discipline, Policy 9460 Bullying, Cyberbullying, Harassment and Intimidation Involving Students, Policy 9280 Reportable Offenses, Policy 9250 Weapons, and Policy 9290 Criminal Organizations.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.
Reportable Offense and Student Discipline Policy : Comprehensive knowledge of federal, state, and local laws, policies (specifically Policy 9460, Policy 9280, Policy 9250, and Policy 9290), and regulations governing student discipline and reportable offenses, including mandated reporting procedures.Equitable Discipline Practices : Deep understanding of best practices, research, and strategies for promoting equitable discipline and addressing disproportionality in student discipline data.Data Collection and Analysis : Expert knowledge of methodologies and tools for large-scale data collection, analysis, and visualization, particularly related to student demographics, discipline trends, and outcomes.School Administration and Instructional Practices : Working knowledge of K-12 school administration, classroom management techniques, and effective instructional practices that promote positive student behavior and well-being.Student Support Systems : Familiarity with support services for students returning from placements (e.g., Department of Juvenile Services - DJS), and effective transition planning.Adult Learning Theory : Knowledge of principles of adult learning, professional development design, and training delivery methods.Data Management and Analysis : Exceptional skill in using various software (e.g., spreadsheets, databases, statistical packages) to collect, organize, analyze, interpret, and present complex data related to reportable offenses and student discipline to diverse audiences.Consultation and Coaching : Highly developed consultation skills to provide direct, effective, and evidence-based guidance to school administrators and staff regarding policy implementation, equitable practices, and intervention strategies.Policy Implementation and Oversight : Proven ability to translate complex policy language into clear, actionable, and consistent implementation steps and to effectively monitor and evaluate the fidelity of school-level execution.Training and Facilitation : Advanced skills in designing, developing, and delivering high-quality professional development and training sessions for administrators, staff, and other stakeholders on reportable offense management and discipline initiatives.Communication and Presentation : Excellent written and oral communication skills to convey complex information clearly, draft reports, and make compelling presentations to district leadership, school staff, families, and community members.Problem-Solving and Judgment : Strong capacity for critical thinking and sound judgment in high-stakes situations, particularly in addressing complex disciplinary cases and policy ambiguities.Collaborate and Build Consensus : Ability to effectively collaborate with diverse stakeholders (e.g., district staff, school administrators, teachers, families, community agencies) to drive consensus and coordinate comprehensive support systems.Maintain Confidentiality and Integrity : Ability to handle sensitive and confidential student and personnel information with the utmost discretion and maintain the integrity of policy and reporting processes.Influence and Lead : Ability to act as a lead for system-wide initiatives and influence school and district practices toward greater equity and consistency without direct supervisory authority over all personnel.Manage Multiple Priorities : Ability to manage a complex workload, prioritize competing demands (e.g., data analysis, direct consultation, training, policy oversight), and meet deadlines in a fast-paced environment.Adapt and Respond : Ability to observe and evaluate school and teacher practices objectively and to develop and recommend appropriate, targeted action steps based on evaluation findings and data trends.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
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