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Minnesota Association of School Administrators

Teacher On Special Assignment – Culture & Climate TOSA (1.0)

Teacher On Special Assignment – Culture & Climate TOSA (1.0)

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Job Title: Teacher On Special Assignment – Culture & Climate TOSA (1.0) – Interview Only
Job Location:  District Education Center -Department of Assistant Superintendent/Teaching & Learning
Work Schedule:  8 hours/day, 194 duty days
Start Date: August 23, 2021
Pay and Benefits: Pay and benefits are in accordance with the teacher labor agreement – https://www.isd622.org/Page/310

 

This position will support the K-8 refinement and implementation of all SEL resources to ensure we are meeting the needs of students and are responsive to their needs as we transition from the pandemic. This includes leading the K-5 SEL leadership team, working with school leaders and staff, collaborating with Equity, Project Aware/mental health, and Restorative Practices to ensure alignment of 622 key principles and the Equity Policy. This position would also refine the current scope/sequence of SEL, mental health, CLRT and classroom management resources (PBIS/Olweus/RC/Welcoming Schools and classroom management). This role would also provide support, coach/modeling, and providing job embedded PD. This position would be supervised by the Assistant Superintendent however would work closely with Teaching & Learning and Student Services.

 

Lunchroom/Recess Supervisor

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Lunch/Recess Supervisor
2 Positions Available
Temporary
East Union Elementary
For specific information contact Jay Woller at [email protected]

Position Dates: 21-22 School Year
Banded/Graded: A-1-2 (Tier 2)
Salary: $16.53/hr
Days/Hours: Student Contact Days; 11:45am – 1:00pm
Responsible To: Building Principal/Administrative Dean

Position Purpose: The lunchroom and playground supervisor must have the ability to work on a team to maintain order, connect with students, communicate with staff and work with a team to keep the lunchroom safe and clean.
Major Job Functions, Required Knowledge, Abilities and Skills: See attachment

Benefits of Employment as of July 1, 2021: Eligible for benefits as negotiated between Student Support Staff (MSEA Association) and District 112. This position is eligible for overtime and comp time.

Background check will be conducted.

If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check the eligibility as listed in the above agreement.

If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure: Please apply online at: http://www.district112.org (only online applications will be accepted).

Teacher On Special Assignment – Science Teacher, 6-12 Online Programs

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Job Title:  Teacher On Special Assignment – Science, 6-12 Online Programs, Interview Only
Job Location:  District Education Center -Department of Teaching and Learning
Accountable To: Administrator of Online Programs
Start Date:  August 23, 2021
Work Schedule: 8 hours/day, 194 duty days
Pay and Benefits:  Pay and benefits are in accordance with the teacher labor agreement – https://www.isd622.org/Page/310

Primary Objective: Develop and Instruct Online Course offerings, per subject area, assist in the development of high quality programming for ISD 622

Social Behavior Services Coordinator

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Position Location: Serving Chisago Lakes School District and North Branch Area Public Schools

Position Purpose:
The Social Behavior Services Coordinator position assists SCRED member districts in implementing a continuum of social emotional learning (SEL) supports, specifically for students requiring intensive, highly individualized intervention. This position provides collaboration and consultation on specific student cases and overall programming, creates and facilitates high-quality professional learning opportunities for member district staff, and assists in the coordination of service delivery to ensure students are receiving effective SEL instruction designed to meet their needs in their least restrictive environment.

Essential Duties:

  • Collaboration & Consultation
    • Provide on-site coaching and support for the implementation of evidence-based instructional practices across the secondary and tertiary prevention levels within a Multi-Tiered System of Supports (MTSS) framework
    • Guide staff in the creation of special education evaluation plans that equip teams to identify students with intensive emotional or behavioral needs
    • Support staff in the development of IEPs that are designed to meet the unique social emotional learning needs of students
    • Consult with special education staff regarding students who are not responding to academic, behavioral, or functional skill interventions
    • Promote collaboration between general education and special education staff regarding accommodations and modifications that may help students to reach their IEP goals and access the general curriculum
    • Provide expertise as part of IEP teams for students with significant and unique SEL-related needs
    • Ensure processes are being followed that support district placement decisions for students transitioning to and from Federal Setting III and IV programs in order to ensure that students remain in their least restrictive environment
    • Assist in developing/coordinating student reintegration plans, including Behavior Support Plans (BSPs), in order to increase the likelihood that transitioning students will function effectively in the mainstream school setting
    • Collaborate and provide consultation services regarding assistive technology, accessibility, and secondary transition
  • Professional Learning
    • Engage in professional learning aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities related to SEL programming
    • Complete professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with SCRED goals and messaging across service areas
    • Facilitate professional learning using effective adult learning strategies on a variety of SEL-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
    • Oversee training and certification of staff in the use of restrictive procedures
    • Provide on-site coaching and support to enhance implementation of best practices in SEL
  • Coordination of Service Delivery
    • Facilitate the implementation of best practices in SEL-related assessment, instruction, inclusion, accessibility, and program evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
    • Secure and disseminate resource materials and equipment for SEL-related needs that can be shared across districts
    • Facilitate the distribution of Collaborative Planning funds for SEL-related needs
    • Support the implementation of legal and ethical school discipline practices for students with disabilities, including the facilitation of manifestation determination meetings
    • Coordinate restrictive procedure quarterly review meetings and report data to the Minnesota Department of Education
    • Maintain and enforce a Placement Guideline for students transitioning to federal setting III and IV programs as well as those reintegrating into mainstream settings
    • Support teams in planning for transitions of students with SEL-related needs between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in county collaborative committees to engage in interagency collaboration to support the SEL-related needs of students and families
    • Participate in the regional Community of Practice for Federal Setting IV programs
    • Provide work direction to the administrative assistant supporting the social emotional learning services area

Other Duties as Assigned

Physical Demands

  • Travel within and occasionally outside of the SCRED member districts
  • Frequent computer use including long periods without movement
  • Ability to lift 30 pounds to carry materials between districts on occasion
  • The use of physical restraint with students demonstrating behaviors that constitute an emergency