Lead Teacher Candidate Pool

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 p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .

Job Posting End Date:

10-13-2026

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

This position is posted to create a candidate pool for  Secondary English Language Development Lead Teacher  for vacancies that may occur for the 2026-2027 school year.

DESCRIPTION

Working under the direction of the building principal, the Lead Teacher is an expert educator who serves as a school-based instructional leader, providing both direct instruction to students and instructional support to teachers during additional release time. This role focuses on improving instructional quality by providing job-embedded professional learning, including collaboration, mentoring, and coaching.  The Lead Teacher is integral in fostering equity, inclusivity, and reflective practice across the school community, ensuring better outcomes for students and teachers alike. A lead teacher shall Teach in the classroom on average 40% of the teacher’s working time; and spend the remaining time on other teacher activities, including Mentoring newer and struggling teachers; and leading workshops and demonstrations at the school level. This is subject to change based on MD Blueprint legislation and/or at the discretion of the Superintendent.

MINIMUM QUALIFICATIONS

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

Education

• Bachelor’s degree from an accredited college or university in an applicable field of education.

Certification/Licensure

• Holds a current Maryland Advanced Professional Certificate or License

• Hold National Board Teacher Certification

or

• If there is no assessment comparable to National Board Teacher Certification for the teacher’s subject area, hold a Master’s degree from an accredited college or university in the teacher’s subject area.

Experience

• Five (5) years experience as an effective PreK-12 teacher

• Three (3) years experience supporting teachers in improving teaching and learning.

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.

• Holds a Master’s Degree Program in Education, Teaching, Curriculum and Instruction, Administration and Supervision, or related post-graduate program in Education

• Licensure in multilingual education, special education, culturally responsive teaching, or administration and supervision

• Experience in delivering high-quality professional learning for adult learners

• Experience effectively mentoring interns, student teachers, new teachers, and/or developing teachers

• Experience leading programs or projects leader

• Experience working in schools that represent the demographic and socioeconomic diversity of HCPSS or have worked in Title I, CSI (comprehensive support and improvement), and/or community schools

• Has attained or is currently pursuing supplemental credentials related to mentoring and/or coaching

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.

• Demonstrate commitment to inclusive, culturally responsive, and restorative instructional practices

• Deliver direct instruction to students, demonstrating exemplary teaching practices that leverage High Quality Instructional Materials for an average of 50% of their working time

• Model instructional excellence for colleagues by leading demonstration lessons in their own classroom

• Lead collaborative planning to improve teaching practices, including the use of differentiated instruction for students with disabilities and language development outcomes for multilingual learner s

• Support new and developing colleagues in navigating the school system and implementing HCPSS curriculum and culturally responsive instructional practices

• Engage in reflective dialogue with new and developing colleagues by collaboratively examining evidence of teacher practice and its impact on student learning

• Partner with new and developing colleagues to establish and monitor instructional goals aligned with school and systemic initiatives

• Facilitate a culture of collaboration through peer observations, collaborative planning sessions, coaching, co-teaching, and reflective dialogues

• Support new and developing colleagues in establishing restorative, trauma-informed, inclusive classroom environments

• Provide formative (non-evaluative) feedback to new and developing colleagues after classroom observations as part of a continuous improvement process

• Design, deliver, and evaluate the impact of professional learning grounded in adult learning theory and research-based strategies, that addresses school and district improvement goals through the ongoing use and refinement of evidence-based practices

• Participate in job-embedded professional learning to improve instruction, pedagogy, and intervention, while strengthening skills in coaching, consulting, calibrating, and mentoring

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 .

• Knowledge of adult learning and change theories

• Knowledge of Specially Designed Instruction

• Knowledge of language development outcomes

• Demonstrated effective application of coaching, consulting, calibrating, and mentoring skills

• Demonstrated knowledge of the 2022 Charlotte Danielson Framework for Teaching (FFT)

• Demonstrated success in building inclusive cultures through collaboration, interpersonal skills, and working effectively with others

• Demonstrated success in establishing restorative, trauma-informed, inclusive classroom environments

• Demonstrated ability to meet the needs of students with disabilities, exceptionalities, and multilingual learners by adapting the content, methodology, and/or delivery of instruction

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. 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 questions section of the application.

1. Please describe your experience supporting teachers in improving teaching and learning. In your response, cite the position and date range(s) for this experience.

2. Please list any credentials you hold