Director, Student Well-Being en Howard County Public School System

ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan, please visit our website and our careers page. Join our award-winning workforce and make a difference in the lives of our students!

ABOUT THE APPLICATION PROCESS

Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.

Please note that application submission will be available only through 11:59 PM on the date prior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely.

Job Posting End Date:

Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

DESCRIPTION

Under the direction of the Executive Director of Student Well-Being, the Director leads efforts to improve academic programs and creates pathways to sustain and accelerate student achievement. This is achieved through cross-divisional collaboration, partnerships, professional learning, and procedures that support social emotional development and mental and physical health at individual schools and systemwide.

The Director currently supervises Coordinators in the offices of School Psychology, Section 504 & Student Services Initiatives, Pupil Personnel Services, Health Services, School Counseling & Student Records, Home and Hospital & Home Instruction, Student Supports & Engagement, and School Social Work.

MINIMUM QUALIFICATIONS

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

Education:

• Master’s degree from an accredited college or university in Education, a Student Services field, Curriculum and Instruction, Administration and Supervision, or a related field. 

Certification/Licensure:

• 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 licensure

  • Earned 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:

• Three (3) years of leadership experience as a school-based administrator or central office supervisor within a PreK-12 setting.

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.

• Three (3) years of leadership experience as a school-based administrator or central office supervisor within a PreK-12 public school system setting supporting staff with the development and implementation of behavior interventions for students.

• Experience using student data (i.e., attendance, behavior, discipline, etc.) to make programmatic decisions at the district level.

• Experience managing school system budgets such as program and grant budgets.

• Experience designing and delivering professional learning opportunities for large audiences in alignment with district priorities for student well-being.

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.

• Collaborates with a variety of stakeholders to develop and implement programs that support student well-being and academic success. Stakeholders include county agencies and organizations, Division of Academics, Division of Equity and Innovation, HCPSS school-based staff, and community organizations.

• Supports and develops academic and behavior intervention systems based on a Multi-Tiered System of Supports (MTSS).

• Strengthens existing attendance procedures to enhance student participation and success.

• Supports the Section 504 process for the school system.

• Provides leadership and oversight in all matters related to the operation, coordination, and evaluation of all programs and initiatives within the department.

• Provides leadership and oversight of Policy 9400 in collaboration with the Department of Special Education.

• Supports the five focus areas of the HCPSS Strategic Plan: attendance, reading by grade 3, middle school mathematics proficiency, college and career readiness, and effective discipline practices.

• Provides leadership to the systemic attendance and discipline processes.

• Supports HCPSS policies to prevent, identify, and address bullying, harassment, and/or intimidation.

• Plans, designs, and leads professional learning opportunities and coaching to support teachers in implementing best practices to promote social and emotional learning, to establish supportive learning environments, and to develop effective classroom management practices.

• Keeps abreast of current developments in areas of curriculum, pedagogy, learning theory, program organization, and educational administration as they relate to social emotional learning and behavioral supports.

• Facilitates outreach including topics related to student wellness, mental health and school system initiatives with parents, community members, advocacy groups, and advisory groups.

• Ensures compliance with COMAR, Maryland State Department of Education (MSDE), and the Maryland Department of Health and Mental Hygiene (DHMH).

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.

• In-depth knowledge of current theory, research, and best practices in Social Emotional Learning (SEL), mental health services, positive behavior supports, and coordinated school health programs.

• Comprehensive understanding of educational governance, school system structure, policy development, and relevant federal and state regulations pertaining to student services, well-being, and academic achievement.

• Knowledge of how to embed well-being initiatives into the core academic curriculum to create pathways that sustain and accelerate student achievement.

• Knowledge of various assessment tools and metrics used to measure student well-being, SEL competencies, academic outcomes, and program effectiveness systemwide.

• Highly developed skill in translating organizational vision into a cohesive, systemwide strategic plan and operational procedures for effective execution at the school level.

• Exceptional ability to foster and manage complex partnerships with diverse stakeholders, including school administrators, central office staff, external agencies, and community groups.

• Advanced skill in analyzing qualitative and quantitative data to monitor program fidelity, measure impact on student outcomes, and make continuous improvement decisions. 

• Ability to systematically identify and address systemic barriers to student well-being and achievement, developing creative and sustainable solutions that consider all stakeholders.

• Ability to lead and manage large-scale, sustainable change within a complex organization, ensuring buy-in and fidelity of implementation across multiple schools. 

ADDITIONAL REQUIREMENTS 

Working Hours

This position will require occasional evening and weekend hours to attend Board of Education meetings and community events as needed.

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 considered.  Resumes will not be accepted in lieu of a completed application.
 
Supplemental Application Questions

This position requires applicants to provide responses to the below supplemental application questions to determine whether you meet the minimum and preferred qualifications. Please upload your responses in a separate file to the supplemental application questions section of the application.

1) Please describe up to two experiences where you led the development and implementation of behavioral interventions for students. For each experience, include the position you held, specific leadership actions you took, and outcomes achieved. 

2) Please describe up to two key accomplishments or outcomes you have achieved using student data (i.e., attendance, behavior, discipline, etc.) to make programmatic decisions. For each, include

the position you held and your specific role in the process.

3) Please describe any experience you have managing school system budgets such as program and grant budgets. In your response, include the position you held, the type of budget(s) managed, and the total funds managed for each.

4) Please describe up to two key accomplishments or outcomes you have achieved designing and delivering professional learning opportunities for large audiences in alignment with district priorities for student well-being. For each, include the position you held, the audience composition and size, and delivery method for professional learning.

SELECTION CRITERIA

Applicants who meet the minimum qualifications will be included in further evaluation. Interviews will be limited to those applicants who, in addition to meeting the basic requirements, have experience and education which most closely match the position qualifications and the needs of the school system.

EMPLOYMENT INFORMATION

Compensation

This is a 12-month per year position in the Howard County Association of Supervisors and Administrators-Administrators (HCASA). The current salary range for this position is in the Director lane on the Central Office Administrators Scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCASA Master Agreement which considers relevant prior experience. Under the Fair Labor Standards Act, this position is exempt from overtime. 

Retirement

Membership in the Maryland State Retirement Agency (MSRA) pension plan is a mandatory condition of employment for all employees who meet the eligibility and membership criteria defined in the State Personnel and Pensions Article and the Code of Maryland Regulations (COMAR). A qualifying employee cannot reject membership, nor can an ineligible employee elect membership. The annual contribution to the pension plan will be 7% of an employee’s annual salary.

Benefits

HCPSS offers a comprehensive benefits package for eligible employees. Information about additional benefits such as paid time off can be found in the negotiated agreement for employees in this bargaining unit.

Pre-Employment Requirements

Professional references will be contacted prior to any offer of employment. Recommended candidates will be required to provide references from current and recent supervisors.

All employees, regular and temporary, must be fingerprinted, have a criminal background investigation completed, and successfully complete the Maryland Employment History Review, pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland. In addition, some positions will require completion of a physical examination and/or drug testing.

Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the United States. HCPSS participates in E-Verify and does not offer employee sponsorship.

For questions regarding this posting, please contact Sandy Saval at [email protected].

EQUAL OPPORTUNITY EMPLOYER

To request an accommodation during the application or interview process due to a documented disability, please email [email protected].

HCPSS celebrates diversity and is committed to creating an inclusive environment for all employees and applicants and prohibits discrimination, harassment, and retaliation of any kind. HCPSS is committed to the principle of equal employment opportunity for all employees in providing them with a work environment free of discrimination and harassment. All employment decisions at HCPSS are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability,  sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, veteran status or present military service, family medical history or genetic information, family or parental status, or any other characteristic protected by federal, state or local laws.