Specialist: Comprehensive School Support

Title Code:

Specialist: Comprehensive School Support

JOB SUMMARY
The Comprehensive School Support Specialist serves as a district-wide expert responsible for coordinating implementing and supporting tiered interventions that improve student outcomes and reduce disparities in identification discipline and academic achievement. This role provides coaching professional development and technical assistance to school leaders teachers and district staff to embed culturally responsive data-driven and equity-focused practices.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Collects and analyzes student data on academic performance discipline referrals attendance and special education placement to identify disproportionality trends and systemic inequities.
• Collaborates with school leadership teams to develop and implement school-specific intervention plans that address racial disparities in discipline identification and academic achievement. Assists educators in strengthening tiered instruction through inclusive evidence-based strategies that prevent biased referrals and disciplinary actions.
• Provides individualized coaching to educators on embedding culturally responsive teaching practices fostering equitable student engagement and mitigating bias in disciplinary decisions.
• Conducts equity-focused discipline audits and recommends alternatives to exclusionary practices such as suspensions office referrals and disproportionate special education placements and supports schools in designing and executing equity-centered action plans that align with district-wide initiatives for reducing student outcome disparities.
• Develops and leads workshops on culturally responsive teaching implicit bias trauma-informed practices restorative justice and equitable student evaluation.
• Partners with school administrators counselors social workers and district leadership to integrate equity-based strategies within school policies and intervention frameworks.
• Works with families community organizations and advocacy groups to increase awareness of tiered interventions special education services and culturally responsive discipline approaches.
• Promotes a positive and inclusive school culture by implementing strategies that foster belonging student voice and trust among marginalized student groups.
• Analyzes district policies and school procedures to identify potential barriers to equity and recommend revisions that align with federal and state regulations.
• Utilizes data visualization tools and reflection sessions to assess the effectiveness of intervention efforts ensuring sustainable change in student outcomes.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Bachelors Degree in Education or related field of education from a regionally accredited college or university required;
• Masters Degree in Education or related field of education from a regionally accredited college or university preferred;
• Or an equivalent combination of education and experience which provides the required knowledge skills and abilities deemed sufficient to prepare the employee to successfully perform the duties of the position.

Experience

• Two (2) years experience in teaching school counseling school social work school psychology or behavioral analysis required; and
• Two (2) years successful classroom teaching experience preferred;
• Two (2) years experience with the Special Education process preferred;
• Or an equivalent combination of education and experience which provides the required knowledge skills and abilities deemed sufficient to prepare the employee to successfully perform the duties of the position.

Knowledge Skills Abilities and Other Characteristics

• Expertise in Multi-Tiered Systems of Support (MTSS) PBIS and culturally responsive interventions.
• Strong data analysis skills to track student performance identify disproportionality trends and guide intervention planning.
• Ability to design and facilitate professional development that promotes equity inclusion and positive student outcomes.
• Strong collaboration skills to work with school leaders educators and community partners in implementing systemic change.
• Proficiency in technology and student data platforms (Google Suite and other instructional tools).
• Commitment to equity-based education with demonstrated experience in reducing disparities in student discipline referrals and academic achievement.
• Demonstrates ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing Microsoft Office Suite -Word Excel Outlook and/or PowerPoint preferred).

Licenses and Certifications
Employee must retain active licenses certifications and enrollment as a condition of employment.

• Hold or be eligible for Educator Certification: Advanced Professional Certificate (APC) issued by Maryland State Department of Education (MSDE) preferred; or
• Hold or be eligible for Educator License: Advanced Professional License (APL) issued by Maryland State Department of Education (MSDE) preferred; or
• Hold or be eligible for School Counselor Certification issued by Maryland State Department of Education (MSDE) preferred; or
• Hold or be eligible for School Psychologist Certification issued by Maryland State Department of Education (MSDE) preferred; or
• Hold or be eligible for School Social Worker Certification issued by Maryland State Department of Education (MSDE) preferred;
• Hold or be eligible for Educator Certification: Administrator I Certificate issued by Maryland State Department of Education (MSDE) preferred.
• Hold or be eligible for Drivers License (DL) Class C Non-Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
• Daily access to reliable transportation.

Driving Requirements

• Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
• Personal Vehicle

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here 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.

Physical Demands

• Standing: under 1/3 of the time
• Walking: under 1/3 of the time
• Sitting: between 1/3 and 2/3 of the time
• Keyboarding: between 1/3 and 2/3 of the time
• Talking: between 1/3 and 2/3 of the time
• Hearing: between 1/3 and 2/3 of the time
• Driving: between 1/3 and 2/3 of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office school or similar indoor environment: over 2/3 of the time

Noise Level

• Moderate: between 1/3 and 2/3 of the time

Weight & Force
Lifting and carrying requirements

• None:

Travel Requirements

• 10% day travel within the community to schools and district offices to provide support and training.
• 5% day travel within the community to attend professional learning sessions school meetings and coaching events as required.

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION

PG05

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