Diagnostic School Program Coordinator

Catholic Charities of Baltimore•Timonium, MD

23h•Onsite

About The Position

Catholic Charities of Baltimore, Villa Maria School, is seeking a Diagnostic Program Coordinator to provide leadership and coordination for the Villa Maria School System’s Type III Diagnostic School Program, supporting students with complex educational and behavioral needs. In collaboration with school leadership, this role ensures the program is organized, compliant, and student-centered while serving as the designated Education Director of record with the Maryland State Department of Education (MSDE). The coordinator also provides diagnostic, prescriptive, and educational testing services to inform individualized planning, remediation, placement decisions, and student transitions. Villa Maria School Type III Diagnostic Program (Residential only) provides educational, diagnostic services and treatment for children in the diagnostic program.

Requirements

Master’s degree in Special Education, Education, Educational Leadership/Administration, School Psychology, or a closely related field required.
Four (4) years of teaching experience required, including experience with students with emotional disabilities, reading remediation, and test administration and interpretation.
Advanced Professional Licensure by the Maryland State Department of Education is required and must be maintained in good standing throughout employment.
Therapeutic Crisis Intervention (TCI) training required within 45 days of hire.
CPR/First Aid certification required within 45 days of hire.
Children and Residential Experiences (CARE) training required within six (6) months of hire.
Strong program coordination, educational leadership, and organizational skills, with the ability to support a structured, student-centered learning environment aligned with program expectations and regulatory requirements.
Knowledge of special education instruction, curriculum guidelines, differentiated instruction, and evidence-informed remediation strategies for students with varied academic, behavioral, and emotional needs.
Skill in using educational diagnostic tools, testing procedures, and assessment practices to understand student strengths, needs, learning styles, and areas for remediation.
High attention to detail and sound judgment in maintaining confidential student information, documentation, reports, and program materials in accordance with MSDE, COMAR, and internal requirements.
Clear, professional, and student-centered communication skills, with the ability to share information accurately, support problem-solving, and build productive working relationships with diverse stakeholders.
Collaborative and team-oriented approach, with the ability to work effectively with school leadership, placement staff, treatment team members, families, and internal and external partners.
Strong time management, prioritization, and follow-through skills, with the ability to manage competing responsibilities and required timelines in a fast-paced school environment.
Proficiency with computer systems, educational software, data tools, and standard office applications used for documentation, reporting, communication, and program support.

Responsibilities

Oversees daily operations of the Type III Diagnostic Program in coordination with school leadership to ensure the program is organized, appropriately staffed, and aligned with student needs, program expectations, Children and Residential Experiences (CARE) and Therapeutic Crisis Intervention (TCI) principles and practices and applicable MSDE requirements.
Serves as the designated Education Director of record for the Type III Diagnostic Program and maintains program practices, documentation, and reporting consistent with MSDE and COMAR requirements, including temporary placement expectations.
Supervises, evaluates, coaches, and supports assigned program staff to promote effective instruction, consistent implementation of program expectations, timely completion of responsibilities, and a professional learning environment.
Conducts informal educational testing within required timelines to identify student strengths, needs, learning style, and areas for remediation; develops Personal Education Plans (PEP) and communicates findings to support Individual Treatment Plans (ITP) and Individual Education Plan (IEP) planning.
Conducts formal educational evaluations, as needed, and prepares written reports that analyze assessment results, document findings, and provides recommendations for educational planning, placement decisions, and student support strategies.
Develops and implements individualized and small-group remediation plans in Language Arts and/or Math to address assessed skill gaps, support academic progress, and prepare students for transition to the next appropriate educational setting.
Documents student progress, maintains remediation files, and ensures educational records are accurate, complete, current, and organized in accordance with program, MSDE, and confidentiality requirements.
Prepares and maintains required program records and reports, including attendance, classroom calendars, curriculum inventory, student records, and restraint-related documentation, to support compliance, accountability, and program monitoring.
Collaborates with the School Placement Coordinator, school leadership, treatment team members, and internal and external partners to support timely information-sharing, complete student records, placement planning, and coordinated transitions.
Participates in staff meetings, team meetings, classroom observations, school committees, and workgroups as assigned to support program coordination, continuous improvement, and consistent student services.
Monitors assigned program equipment, instructional materials, and supplies to ensure resources are available, organized, and used appropriately to support daily operations.
Performs other duties as assigned.