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Minnesota Association of School Administrators

Elementary Music Teacher

School Psychologist

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School Psychologist
*Includes $5,000 signing bonus*

Position Location: Rush City Public Schools (Early Childhood – Grade 12)

Position Purpose   
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Provide behavior consultation services to general education and special education staff
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • Other Duties
    • Perform other duties as assigned

Perkins Consortium Coordinator

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This position serves as the Secondary Perkins Consortium Coordinator for Blooming Prairie Public Schools, Byron Public Schools, Hayfield Public Schools, Kasson-Mantorville Public Schools, Pine Island Public Schools, Stewartville Public Schools, Triton Public Schools, and the Zumbro Education District ALC.  Other partners within this Perkins Consortium include Rochester Public Schools and Rochester Community and Technical College.  This position must be a good steward of the federal funding provided through the Carl D. Perkins Career and Technical Education (CTE) Act. Goals are to ensure successful implementation of Programs of Study, effectively use partnerships to support CTE programs in schools, improve services to special populations, provide a continuum of service provisions for enabling student transitions, and sustain the structure of secondary and post-secondary partners.

This position also performs professional work, developing career-connected learning opportunities for a consortium of small rural school districts.  This includes supporting educators and students to identify career opportunities in industries that provide promise for future job demand, sustainable wages, and potential for industry-recognized credentials that align to their interests and passions of students including, but not limited to, career clusters like STEM and CTE.  Career-connected learning includes experiences that engage employers from multiple sectors and raise student awareness (such as career fairs and classroom presentations), work-based learning opportunities (such as site visits and job shadowing), and career pathway development (including dual credit options, and internships/apprenticeships). To support this work, this position will establish and maintain effective working relationships and partnerships with multiple stakeholders including administration, teachers, learning teams, counselors, workforce development experts, and employers.

This position is an important contributor to providing leadership and support to students, teachers, administrators, industry partners, and colleges in developing and maintaining experiential and/or work-based learning and career pathway programs, experiences, and exploration. Southeast Service Cooperative will host and supervise this position, and work is performed under the guidance of participating schools.

Preschool Educator

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Job Description:

 

The Forest Lake Area School District’s Early Childhood Program is currently accepting applications for Preschool Educators district-wide beginning the 2020-21 school year. These positions will provide high quality, safe and engaging classroom environments for 4-5 year old students in the Forest Lake Area Schools preschool program by planning, managing, and implementing research-based curricula to ensure developmentally appropriate instruction that aligns with the Early Childhood Indicators of Progress for individual student success.

Any specific qualifications or licenses:

Preferred current MN Teaching license in Early Childhood, Birth to 3rd grade, or Pre-Primary. Experience with Big Day for PreK, Pyramid Model, Desired Results Developmental Profile, and Early Childhood Indicators of Progress.