FY26: Director II, Student Conduct and Appeals

SUMMARY DESCRIPTION OF CLASSIFICATION:
Under the direction of the Chief of School Leadership and Improvement, the Director of Student Conduct and Appeals develops and implements the vision and mission of the department and serves as the central resource for district offices and school leadership for all matters related to district wide climate, culture and compliance. This role is responsible for developing district wide strategies; structuring, facilitating, and implementing districtwide hearing processes for expulsions, appeals, and other compliance-related matters; ensuring that all actions align with Montgomery County Public Schools (MCPS) policies, state and federal regulations, and the Student Code of Conduct. The Director leads efforts to maintain a welcoming, positive, safe, and healthy climate and culture for both students and staff. This role oversees compliance training for MCPS staff, provides support to school-based and central office teams, and leads targeted interventions in schools facing challenges related to school culture. The Director also facilitates organizational and operational success in implementing the Student Code of Conduct and ensures institutional accountability across the system. Work of the director also includes prevention efforts, professional development, and the systematic management of compliance issues related to student welfare, including Title IX, child welfare, and student rights and responsibilities. The Director leads, supervises and evaluates hearing officers and department staff; and participates in budget development for the department. PHYSICAL DEMANDS: None SPECIAL REQUIREMENTS: As required by the duties and responsibilities of the job.

KNOWLEDGE, SKILLS, AND ABILITIES:
Must possess thorough knowledge of Montgomery County Public Schools (MCPS) and Maryland State Department of Education (MSDE) policies, regulations, and procedures, particularly those related to student services, disciplinary actions, student rights, and alternative programs; extensive understanding and practical application of the Student Code of Conduct, general and special education laws and other regulations impacting student behavior and disciplinary actions; proficiency in restorative justice practices, trauma-informed approaches, and social-emotional learning strategies. Ability to provide professional learning to principals on school operations, development of school culture, and communication strategies; and manage multiple projects efficiently, adhering to established timelines and maintaining a positive work environment.The role demands strong organizational, managerial, and supervisory skills; expertise in data analysis, project management, and compliance; ability to create, organize, and interpret data to inform decision-making; Exceptional time management and organizational skills. Must be skilled in developing and delivering professional development for adult learners, with a proven ability to create and present comprehensive reports.Must possess strong interpersonal and communication skills and be able to establish positive relationships with school administrators, central office staff, parents, and external organizations that support the needs of students and families. Ability to engage in conflict resolution, mediation, and investigation of compliance-related incidents with a broad repertoire of strategies applicable to students, staff, and parents is critical. Demonstrated ability to understand and interpret Board of Education policies and related regulations to lead cross-office teams effectively. Ability to apply the six leadership standards established for the Montgomery County Association of Administrators and Principals (MCAAP).

EDUCATION, TRAINING, AND EXPERIENCE:
Master?s degree from an accredited college or university in one of the following areas: general education, school administration, or special education. Minimum of five years of relevant professional experience. School-based experience, including experience as a principal and/or classroom teacher, preferred. Central office experience is strongly encouraged. Training in trauma-informed practices, restorative justice, engaging adolescent learners, and/or social-emotional awareness preferred. Experience in the administration and supervision of staff. Other combinations of applicable education, training, and experience that provide the knowledge, skills, and abilities necessary to perform effectively in the role may be considered.CERTIFICATE AND LICENSE REQUIREMENTS: None.