Early Childhood Special Education Teacher Specialist

NOTICE OF VACANCY

September 19, 2025

REPOSTED:
April 7, 2026

POSITION: EARLY CHILDHOOD SPECIAL EDUCATION TEACHER SPECIALIST (11 Month)

LOCATION: Special Education Department

POSITION SUMMARY: Under direction of the director and/or supervisor of special education, the Early Childhood Special Education Specialist provides guidance, training, and support to general and special education early childhood teachers in regard to effective programming, addressing the academic, social-emotional and behavioral needs of students with disabilities and improving student learning. The primary function of the Early Childhood Teacher Specialist is to ensure that teachers and other school-based staff (Pre-K - Grade
1) are provided with the professional learning, resources, and support necessary to set students with disabilities up for success and offer young learners a full continuum of educational opportunities. This teacher specialist will focus guidance and support primarily on grades Pre-K and Kindergarten in regional programs and in general education settings with the goal of providing early intervention and specially designed instruction in the least restrictive environment.

REPORTS TO: Director/Supervisors of Special Education

EDUCATION, CERTIFICATION AND EXPERIENCE: At the time of application, the candidate must have or be eligible for:

A Master's degree or Advanced Professional Certificate

Certification in special education.

At least five years of successful teaching experience with some or all experience in special education infant to grade 3.

KNOWLEDGE, ABILITIES AND SKILLS: (These are pre-employment knowledge, abilities and skills that apply to the Essential Job Functions.) At the time of application, the candidate must have:

Knowledge of instructional best practices for early childhood, delivery of specially designed instruction, collaboration and co-teaching models, social-emotional learning and effective behavior strategies.

Knowledge of the Maryland Early Learning Standards, Maryland College and Career Ready Standards, and best practices regarding early childhood instruction.

Demonstrated skill in differentiating program and instruction to meet the varied needs of learners.

Demonstrated ability to utilize and promote equitable practices in all facets of education.

Understanding and ability to maintain rapport with people from all identities, cultures, and backgrounds.

Demonstrated knowledge and understanding of equity including the ability to advocate for marginalized students.

Knowledge of the special education/Individualized Education Program (IEP) process and experience writing IEPs.

Knowledge and experience working with students with various disabilities including students with behavioral challenges.

Evidence of broad reading and knowledge in professional literature and research related to early childhood special education, inclusion, learning processes, differentiation, and behavior supports and interventions.

Demonstrated ability to collect and analyze student achievement data for instructional decision-making.

Demonstrated exceptional skills in written and oral communication.

Demonstrated interpersonal skills when working with diverse groups (parents, other professionals, students, teachers, administrators, community agency representatives.)

Demonstrated ability to work effectively with and coach adult learners.

Working knowledge of current classroom technology.

A valid driver's license and motor vehicle insurance.

Demonstrated success in accomplishing tasks akin to the responsibilities listed below.

Such alternatives to the above qualifications as the Calvert County Public Schools may find appropriate and acceptable.

ESSENTIAL JOB FUNCTIONS, RESPONSIBILITIES AND DUTIES:

Provides on-going support to teachers, administrators, supervisors, and directors in their efforts to provide a full continuum of instructional programming options for students with disabilities in early childhood.

Provides professional learning opportunities including coaching to teachers, administrators, supervisors, and directors as it relates to developmentally appropriate early childhood practices and the delivery of specially designed instruction within the continuum of special education services, and improves instructional programs for all students.

Participates in development of guidance for programming for students and supports implementation in general education settings and separate classes/regional programs.

Provides on-site coaching to staff and models specially designed instruction, supports, and services for students with disabilities in regard to communication, academics, social-emotional, and behavior.

Facilitates collaborative planning for general educators and special educators.

Supports the transition processes and individual student planning.

Participates as an IEP Team member and supports the development of appropriate individualized programs to address the unique needs of students with disabilities.

Collaborates with school staff and parents to…