Executive Director Of Special Education

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us, join our award-winning workforce and make a difference in the lives of our students.

Before you begin, please read the position description below carefully and review our application instructions. Be sure your application reflects experience and education to meet any minimum qualifications listed on the job description. Once your application has been submitted, you will not be able to add documentation or make any changes. More details about application requirements are found below. This position will be posted until filled. Initial review of applications will begin on August 15, 2025.

Under the direction of the Chief Academic Officer, the Executive Director of Special Education provides vision, leadership, oversight, and evaluation for the Department of Special Education (DSE). The Executive Director of Special Education ensures the provision of early intervention and special education services for learners, birth through age twenty-one, who receive services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP) in accordance with the Individuals with Disabilities Education Act (IDEA). This position is responsible for providing oversight for the effective and efficient operation of four major offices: (1) Early Intervention Services, (2) School-based and Transition Services, (3) Countywide Services, and (4) Special Education Compliance, Nonpublic Services, and Family Support; and is also responsible for managing the development and implementation of eight program budgets and multiple grants.

The ideal leader for this role is equity-driven, collaborative, and solutions-oriented, with a deep understanding of inclusive practices and a commitment to improving outcomes for students with disabilities. This individual must be a strategic thinker who can build trust across stakeholder groups, foster cross-departmental partnerships, and lead complex system-level change with clarity and compassion.

Minimum Qualifications:

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

Education:

• Master's degree in education from an accredited college or university with an emphasis on curriculum, instruction, or educational leadership.

Certification/Licensure:

• Priority will be given to applicants who hold a current Maryland State Department of Education (MSDE) professional Administrator I or Administrator II certificate/license.
• Applicants may be considered who have completed the requirements for a Maryland State Department of Education (MSDE) professional Administrator I or Administrator II certificate/license at the time of application.
• OR hold a current out-of-state educator certificate or license and are eligible for a Maryland State Department of Education (MSDE) professional license for Administrator I or Administrator II as outlined in COMAR, at the time of application.

Experience:

• Eight (8) years of PreK-12 leadership experience in the field of Special Education, at least three (3) of which must include: supervisory experience for professional and paraprofessional staff; leadership experience in the development and implementation of special education programs and services.

Preferred Qualifications:

• Doctoral degree from an accredited college or university in education with an emphasis in curriculum, instruction, or educational leadership.
• Current Maryland State Department of Education (MSDE) professional certificate/license for Superintendent I.
• Five (5) years of experience using student data (e.g., academic, attendance, behavioral, disproportionality discipline, identification, placement) to make programmatic decisions.
• At least three (3) years of experience overseeing multi-million dollar operating and/or grant budgets within a large-scale organization, such as a public school system serving 50,000 or more students, or a comparably complex organization.

Essential Position Responsibilities:

• Leads the development, execution, and continuous refinement of the special education strategic plan, ensuring measurable progress across all key focus areas. Develops and publishes annual impact reports on the performance of students with disabilities and presents these findings to the Board of Education, HCPSS community members and stakeholders such as the Special Education Citizens Advisory Committee (SECAC).
• Leads the DSE central support team leadership and other system staff to support, ensure accountability, and execute strategic system initiatives and department priorities.
• Provides strategic direction for designing, delivering, and monitoring service models that ensure a continuum of early intervention and special education services for learners, birth through age twenty-one.
• Leads initiatives to improve academic outcomes for students with IEPs pursuing Maryland high school diplomas and certificates of completion.

• Collaborates with leaders on the District Support Team and within other system divisions to foster inclusive schools equipped to address the diverse academic, physical, and social-emotional needs of students with disabilities.
• Provides direction for the design, facilitation, and evaluation of professional learning and training on special education and related topics for various stakeholder groups.
• Actively builds strong collaborative partnerships and trust with families and other community stakeholders to strengthen engagement in the early intervention and special education processes.
• Participates in state and local committees, work groups, and meetings to inform policies, procedures, and other statewide practices related to developmental and educational disabilities.
• Publicly communicates program performance and strategic planning progress to the community to maintain transparency in programming efforts.
• Actively collaborates with the Special Education Citizens Advisory Committee (SECAC) to ensure transparency, program review, and stakeholder feedback at all levels of the special education program development, implementation, and evaluation.

• Interprets, implements, and adheres to federal, state, and local policies to ensure the provision of a Free Appropriate Public Education (FAPE) under IDEA, including services for learners with developmental delays.
• Ensures school system compliance with federal and state laws, regulations, and Maryland State Department of Education (MSDE) guidelines and directives.
• Develops, reviews, and monitors all required federal, state, and local reporting to maintain compliance.

• Provides oversight for the development, implementation, and monitoring of the department's operating budgets and grant funding, including review and approval of financial and data reporting.
• Develops, reviews, and monitors the implementation of state and federal grants to support student needs in areas such as academics, social-emotional development, communication, and mental health.
• Provides supervision and oversight regarding the allocation of special education staffing and other resources (e.g., materials of instruction, equipment) to schools.

Essential Knowledge, Skills, and Abilities:

• Thorough knowledge of federal laws and regulations pertaining to students with disabilities.
• Thorough knowledge in the field of special education with background in early childhood and/or secondary transition.
• Expertise in neurodiversity, inclusive education, disproportionality, equity, trauma-informed practices, and/or Multi-Tiered System of Supports (MTSS).
• Knowledge of federal and state laws governing public education and Board of Education of Howard County policies.
• Ability to lead systemic transformation to eliminate barriers, biases, and inequities in the delivery of special education services, with a particular focus on inclusive practices, restorative justice frameworks, and culturally responsive service delivery.
• Availability for and experience presenting at meetings such as Board of Education, county government, special education advocacy groups, and other meetings during days, evenings, and weekends.
• Excellent organizational, supervisory, interpersonal, and problem-solving skills.
• Demonstrated excellence in oral and written skills.
• Ability to manage multiple tasks in a flexible manner.
• Ability to communicate effectively with staff, parents, community members, and public agencies.
• Ability to use computer technology in an administrative and educational setting.

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 accepted. Resumes will not be accepted in lieu of a completed application. Supplemental Application Questions: This position requires applicants to provide responses to the supplemental application questions below to determine whether you meet the minimum and preferred qualifications. Please upload your responses in a single file to the supplemental application questions section of the application.

• Provide one example of your experience leading a system-wide initiative that improved outcomes for students with disabilities. In your response, identify the position in which you gained this experience, the problem or challenge you addressed, the student data utilized to identify and drive the need for change, the stakeholders involved, and the measurable results or