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Minnesota Association of School Administrators

School Improvement/Data Management Coach

School Improvement/Data Management Coach

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has two (2) Setting IV Behavior Programs, Students Achieving Integrated Services (SAIL), that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The SAIL programs are located in Kellogg (SAIL) and Hokah (SAIL II, opening in September 2020).  Along with the SAIL programs, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Position Overview:
Hiawatha Valley Education District (HVED) is seeking a talented and self-motivated individual to fulfill the role of School Improvement/Data Management Coach. This position will provide student outcome data and analysis services to leadership teams within the 13 member districts and HVED’s level IV programs . Participating districts’ student outcome data will assist curriculum and instructional decision making at the student, teacher, program, building, and district levels. Travel between school districts is required.
This is a .6 – 1.0 FTE.

Responsibilities (include but not limited to):

Prepare data for building based leadership teams or principals with assistance in determining instructional goals and professional development activities
Evaluate results of using data for instructional decision making, involving both cross-sectional and longitudinal studies, considerations of research design, and control of confounding variables
Train teachers and principals on the uses of student data for instructional decision making and tools available on an ongoing basis
Any other responsibilities assigned by the Executive Director and/or Director of Special Education deemed appropriate and acceptable for the position

Travel Requirements:

Travel among the HVED member school districts required.

Working Conditions:

Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.

CTSS Mental Health Professional

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has two (2) Setting IV Behavior Programs, Students Achieving Integrated Services (SAIL), that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The SAIL programs are located in Kellogg (SAIL) and Hokah (SAIL II, opening in September 2020).  Along with the SAIL programs, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Mental Health Professional 
Location: Hokah, MN (SAIL II), Caledonia, MN (SPECTRUM) and member districts

HVED is seeking a talented, self-motivated full-time Mental Health Professional to build and provide services in the Children’s Therapeutic Services and Supports (CTSS) program. This position will primarily provide CTSS services in the SAIL II Program in Hokah and the SPECTRUM Program in Caledonia. This position may also have the opportunity to provide CTSS services and behavioral specialist services within the HVED member districts and/or other HVED programs.

CTSS are a set mental health services developed to provide restorative rehabilitative interventions covered by Minnesota Health Care Programs (MHCP) to children and their families. CTSS establishes policies and practices for certification and coverage of mental health services for children who require varying therapeutic and rehabilitative levels of intervention in their homes or elsewhere in the community.

CTSS components may be provided only by an agency (county, tribe or non-county agency) or a school that has been certified using the provider certification process developed by Department of Human Services (DHS). HVED has been certified by DHS to provide CTSS services within our Setting IV Behavior and Autism programs.

Responsibilities (include but not limited to):

Collaborate and work with administrators to establish and build Children’s Therapeutic Services and Supports (CTSS) program within the District
Complete diagnostic assessments, individual treatment plans, and progress notes
Create a therapy plan by providing direct therapy with individual and group students
Collaborate with outside providers to incorporate CTSS professional standards of therapy services within school base setting
Schedule and facilitate ITP and IEP meetings in collaboration with case manager
Provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions and regular monitoring to produce socially significant improvement in children’s behavior
Supports the education district mission, values and goals, and promotes an environment that is respectful. Works collaboratively with other staff to focus on the needs of the learner.

Employment Start Date: 

School Year 2020-2021

Travel Requirements:

Travel among the HVED programs, member districts and HVED District Office required.

Working Conditions:  

Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.

Special Education Paraprofessional – SAIL II Program (Hokah, MN)

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has two (2) Setting IV Behavior Programs, Students Achieving Integrated Services (SAIL), that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The SAIL programs are located in Kellogg (SAIL) and Hokah (SAIL II, opening in September 2020).  Along with the SAIL programs, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Special Education Paraprofessional
Location: Hokah, MN

POSITION: 
HVED is seeking talented Special Education Paraprofessionals for the EBD (Emotional Behavior Disorders) SAIL II Program, which is located in Hokah, MN. This position is full-time during the 9-month School Year.  If determined necessary, summer school programming may be available.

EMPLOYMENT DATE: 

School Year 2020-2021

RESPONSIBILITIES INCLUDE (but not limited to):   

Assisting teachers in their teaching duties and other general responsibilities such as organizing teaching manuals, providing instructional support, rendering reinforcement activities, etc.
Performing clerical tasks such as maintaining student attendance records, filing student information and progress reports, making copies, creating bulletin boards, etc.
Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher (e.g. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing classroom objectives and student participation
Administers tests, homework, make-up work, etc. for the purpose of supporting teachers in the classroom
Collaborates with supervising teacher(s) or other staff as assigned for the purpose of communicating information, resolving issues, and providing services in compliance with established guidelines
Monitors special education students (e.g. classroom, field trips, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment

 

Program Coordinator for SAIL II and SPECTRUM

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Program Director for SAIL II and SPECTRUM
Location: Hokah, MN and Caledonia, MN

Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has two (2) Setting IV Behavior Programs, Students Achieving Integrated Services (SAIL), that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The SAIL programs are located in Kellogg (SAIL) and Hokah (SAIL II, opening in September 2020).  Along with the SAIL programs, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Position:
Hiawatha Valley Education District is seeking a talented, self-motivated Program Director. This position will serve the SAIL II (Setting IV Behavior) Program located in Hokah, MN and the SPECTRUM (Setting IV Autism) Program in Caledonia, MN.  This position will work 210 days.

Responsibilities (include but not limited to):

Responsible to the Executive Director of Hiawatha Valley Education District
Works with the district administration and/or appropriate designee(s) in assigned school districts
Building Administrator for the SAIL II level IV Behavior Program located in Hokah, MN and SPECTRUM located in Caledonia, MN
Responsible for supporting, supervising, observing, and evaluating HVED itinerant staff, as assigned, if appropriately licensed
Completes restrictive procedures reporting for individual districts
Provide consultation on strategies to assist learners
Assists with monthly monitoring of budgets and grants. Helps collect information from all sub-contracts/sub-award recipients.
Develop and maintain program monitoring and evaluation instruments and procedures to ensure appropriateness of instruction
Complete special education state forms for the Education District and member districts

Employment Start Date:

School Year 2020-2021

Travel Requirements:

Travel among the HVED programs, member districts and HVED District Office required.

Working Conditions:

Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.
Ability to lift 50 pounds.
Ability to tolerate sudden jarring movement.
Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
Locations are generally moderately noisy.

 

 

Construction Technology Instructor – 1.0FTE

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Construction Technology Instructor – Wright Technical Center

The Wright Technical Center – ISD #966 in Buffalo, MN is seeking a qualified applicant for a 1.0FTE Construction Technology Instructor in our school for the 2020-2021 school year.  The WTC is a 7-12 school focusing on career, technical, and alternative education.

SE/Metro Center of Excellence Director

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DATE OF OPENING:  Friday, April 10, 2020
APPLICATIONS DUE:  Sunday, May 3, 2020
EMPLOYMENT BEGINS:  Wednesday, July 1, 2020

REGIONAL CENTERS OF EXCELLENCE OVERVIEW: the Regional Centers of Excellence (RCEs), in partnership with districts, schools and charters, focus school improvement and turnaround efforts on equity and underserved student groups so that schools can meet the needs of each student, and ensure that each student benefits from a high-quality school.  The Southeast/Metro Regional Center of Excellence is located at the Southeast Service Cooperative and is one of six regional centers that works in partnership with the Minnesota Department of Education to support districts or charters with schools identified for Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) under the North Star Accountability system.  Principal Leadership Support, School Climate, and support for systems that serve American Indian students.

POSITION PURPOSE: As a team leader, the Center Director understands the complex nature of school improvement and possesses experience in leading and facilitating systems change.  The Center Director is deeply committed to leading for educational equity–the condition of justice, fairness, and inclusion in our systems of education–so that all students have access to resources and the opportunities to learn and develop to their fullest potentials.

The Center Director plays an integral role in leading and supervising the regional center team to build their capacity to support systems improvement utilizing effective adult learning and feedback practices.  The Center Director is responsible for regional project management and organization and works in collaboration with the MDE Director of School Support, the RCE Program Manager, other RCE staff, and service cooperative partners to ensure statewide continuity and implementation of the RCE work plan.  Requires flexibility in work schedule and location.  Frequent travel is required.

REGIONAL CENTERS OF EXCELLENCE DIRECTOR COMPETENCIES:

Leadership

  • Establish, promote, and maintain a professional environment and culture with a regional team focused on ensuring educational equity.
  • Support RCE Theory of Action, grant aims, and implementation of work plan.
  • Collaborate with other leadership to design and implement the state school support and improvement model that complies with federal and state requirements.
  • Model appropriate personal, professional, and ethical behavior.

Staff Development and Support

  • Implement a cohesive approach to recruitment, placement, induction, and retention of staff with specific practices designed to hire staff of color.
  • Provide effective and timely supervision and evaluation of staff through ongoing feedback and support to build capacity based upon identified needs.
  • Facilitate weekly team regional meetings and professional development.
  • Provide guidance and direction to individuals and the team to build their capacity to guide continuous improvement.
  • Expand knowledge and skills to advocate for adaptive and technical change.
  • Support staff in ensuring equitable learning conditions and addressing resource inequities in schools and districts.

Communication, Collaboration, Capacity Building

  • Communicate effectively and build collaborative relationships with all levels of district, school, regional and MDE staff, service cooperative partners, other RCE partners and the public.
  • Actively participate in regularly scheduled Center Director meetings and other cross-regional or agency partnership meetings.
  • Facilitate and lead RCE project teams and other groups as assigned.
  • Maintain open communication links with participating schools and districts.

Administration

  • Administer and oversee implementation and monitoring of program work plan, budget and other required documentation related to projects and program evaluation.
  • Coordinate delivery of regional services to schools and districts aligned to the statewide work plan and aims.
  • Develop, implement, monitor and revise service model and work plan for the RCEs.
  • Differentiate and prioritize technical assistance for schools and districts.
  • Make appropriate and effective use of time, technology, and resources.
  • Complete all operational reports within a timely manner.
  • Be flexible in a variety of working environments in schools, virtual or home office settings.
  • Perform other duties as assigned.
  • Travel to perform the duties of the job (travel costs are reimbursed).
  • Report to Service Cooperative Executive Director or designee.

RCE CORE COMPETENCIES: All RCE staff demonstrate the following knowledge, skills, and willingness.

Equity

  • Engage educators in conversations and action planning to ensure high levels of learning for all students and staff without exception.
  • Identify and eliminate structural and institutional barriers to educational opportunities resulting in improved conditions for teaching and learning.

Effective Instruction

  • Support systems and educators in implementing and sustaining standards-based curriculum, instruction, assessment, and multi-tiered systems of support.
  • Support systems and educators in implementing and sustaining highly effective Professional Learning Communities.

Coaching

  • Maintain a professional coaching relationship with educators.
  • Engage in focused conversations with district and school leaders to build capacity for continuous improvement that embeds timely and meaningful stakeholder engagement.

Facilitation

  • Build the capacity of leadership teams to function effectively in the continuous improvement process.
  • Design and provide professional development activities.

Evidence/Data

  • Use evidence and data to support the continuous improvement process and ensure equitable distribution of resources, including the use of MDE secure reports, multiple types of education data, and comprehensive needs assessment.

Active Implementation

  • Assist systems and educators in identifying and implementing evidence based practices using the Active Implementation Framework.