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Minnesota Association of School Administrators

Occupational Therapist

Occupational Therapist

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Occupational Therapist
**$5,000 signing bonus provided**

Position Location: This full time (1.0 FTE) Occupational Therapist will serve Chisago Lakes and North Branch

Position Purpose:
School-based occupational therapists (OTs) use meaningful activities (occupations) to help children and youth participate in the educational activities they need and/or want to do in order to promote physical and mental health and well-being. Using a collaborative model, school-based occupational therapy addresses the physical, cognitive, psychosocial and sensory components of performance. OTs focus on supporting student growth in academics, play and leisure, social participation, self-care skills (Activities of Daily Living (ADLs)), and transition/work skills. The OT’s expertise includes activity and environmental analysis and modification with a goal of reducing the barriers to participation. Occupational therapy is provided through a collaborative model in schools.

Essential Duties:

  • Identification, Screening and Evaluation
    • Conduct in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decisions
    • Complete informal screening of students whose parents or teachers express concerns regarding a student’s fine motor, sensory, functional or self-regulation needs
    • Conduct school-based evaluations for students ages three through 21 suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
    • Facilitate procurement and review of appropriate medical records, as applicable
    • Interpret results of motor assessments to determine the effect of fine motor impairments and/or sensory or self-regulation deficits on a students’ ability to learn and access the educational setting
    • Complete relevant portions of evaluation summary reports, including the documentation of evaluation results and present levels, the identification of educational needs, and, when appropriate, additions and modifications necessary to promote adequate progress and access to the general curriculum
  • Service Delivery
    • Develop therapeutic strategies and accommodations specific to the student’s needs
    • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
    • Incorporate self-regulation strategies to promote readiness for learning
    • Provide direct and indirect OT services to infants and toddlers, ages birth to three, in home setting throughout the calendar year
    • Provide direct and indirect OT services to students ages three through 21 throughout the school year
    • Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
    • Maintain proper documentation of service, in accordance with state and federal requirements
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible instructional materials, as needed
  • Consultation and Collaboration
    • Assist in Individualized Education Program (IEP) planning for students with physical disabilities, differences in sensory awareness, and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to Occupational Therapy service, and determining appropriate accommodations, modifications, and supports
    • Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the Minnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
    • Participate in planning and procedural committee meetings at SCRED
    • Advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified
    • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
  • Professional Learning
    • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of the use and care of specialized equipment, curriculum materials, self-regulation, and motor strategies, and environmental modifications
    • Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
    • Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested
    • Develop resources pertinent to occupational therapy services when the need for such resources is identified
    • Actively participate in the regional OT community of practice (COP) as well as other relevant state or regional professional learning opportunities
  • Other Duties
    • Performs other duties as assigned

Title I Teacher – Part Time

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Level: Title I Teacher – One year

Location(s): Zion Lutheran School and Alexandria Community Christian School

Duration: September 8, 2024-May 31, 2025

FTE: Part Time

Essential Functions:

Deliver small group instruction in reading and mathematics according to team recommendations and progress monitoring.

Assess and evaluate student performance; provide intervention services in mathematics and reading, reinforce information previously taught in the classroom;  monitor student performance and behaviors and provide support for behavioral intervention as needed.

Develop and plan instructional activities; develop and implement lesson plans personalized for individual student needs; implement student assessments and evaluate results; participate in staff development, collect and prepare student data for the student intervention teams, research topics and materials designed to improve instructional presentations.

Collaborate with general education teachers, Student Intervention Teams, and communicate with parents and administration regarding student data and progress.

Collaborate with staff in evaluating individual student issues and approaches to instructional units; evaluate new teaching technologies and/or procedures.

6th Grade Math Teacher

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Job Description – Full-Time Math Middle School Teacher beginning in the 2024-25 school year.  Applicants with a mathematics certification are strongly encouraged to apply. This position will be primarily 6th grade math instruction. 100% FTE.

Qualifications – Grantsburg School District is seeking applicants with the desire to join a dynamic and engaging staff to be a part of a strong math department.  Applicants need to have a Wisconsin Certification or ability to obtain DPI certification. Applicants must possess the dynamics to build relationships with children to create an atmosphere of learning and mutual respect. The ability to interact and be a contributing member of a talented and dedicated teaching faculty is desired. Technology skills, willingness to learn technology skills, and the ability to apply the skills in the classroom are necessary. Applicants with experience using CPM are desirable, but not required.  Coaching opportunities may exist for qualified candidates. Strong references for this position are essential.

Middle School Special Education Teacher

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Job Description – Full-time Special Education Teacher for the 2024-25 school year. Applicants with certification in Special Education are strongly encouraged to apply. 100% FTE

Qualifications – Appropriate Wisconsin DPI Certification in Cross Categorical Special Education or the ability to obtain a license.

Program Manager, Licensed School Social Worker

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Saint Paul Public Schools is hiring for a Program Manager, Licensed School Social Worker! Come join our team of dedicated professionals!

  • SPPS is looking to hire a Program Manager, Licensed School Social Worker (SWW) – JOB ID 1019890.
  • This is an onsite position and the pay is $79,000 – $115,000 (annually) varies on education and experience.
  • We are aiming to fill this role as soon as possible.
  • The first of the the month following 30 days of employment, employees will be eligible to enroll in Medical/Dental/Vision/401K benefits/other insurance related benefits and accrue sick and vacation time based on hours worked.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

Position Summary

Under the leadership of the Assistant Director of Special Education or Special Education Supervisor, the Programs Manager, School Social Work is responsible for providing leadership to school social workers serving
students with and without disabilities from birth to age 22. The Program Manager, School Social Work collaborates with key stakeholders across multiple district programs and departments, school leaders, school staff, district
leaders, community partners and the Minnesota Department of Education (MDE) to ensure an effective and comprehensive district plan for implementing continuous improvements, supports, and evidence-based practices that impact district school social work services. Responsibilities include the recruitment, hiring, and assignment of school social workers (SSW) across the district, and providing ongoing SSW supervision including support for problem-solving, best practices for service delivery, engaging families in decision making, and
special education due process and compliance.

Supervision Received

Report to the Assistant Director of Special Education or Special Education Supervisor.

Responsibilities

The essential job functions include, but are not limited to, the following fundamental duties:

  • Oversee school social workers (SSWs) across the district in collaboration with school principals or designated program leadership.
  • Coordinates the district¿s support for improvement in identified schools by aligning support through communication, planning, and collaboration with multiple stakeholders.
  • Collaborates with key stakeholders across multiple district programs, departments, and schools.
  • Develop processes, tools, and protocols around coaching, implementation, monitoring, and data analysis.
  • Serves on various district committees, teams, and work groups.
  • Designs and prepares a variety of tools and documents to assist leadership teams.
  • Communicates regularly with site leaders and site administrators to ensure program compliance, including visiting sites and providing feedback.
  • Works within allocated budget and data-based accountability.
  • Works with district staff to organize logistics of purchasing materials and resources.Works in collaboration with all project teams.
  • Continuously finds ways to improve the program and growth and development with team.

Responsibilities (continued)

  • Supervises, interviews, hires, and trains assigned staff, including the coordination, oversight and provision of social work or clinical supervision as required by the MN Board of Social Work.
  • Creates and presents professional development and program initiatives.
  • Performs other related job duties as assigned.

Knowledge, Skills and Abilities

  • Considerable knowledge of district, state, and national educational standards and best practices, especially those related to the provision of school social work services.
  • Working knowledge of the use of technology in both instruction and daily work duties.
  • Considerable knowledge of infusing technology to foster student learning and success.
  • Knowledge of positive behavioral interventions, group counseling techniques with children and/or youth, and diagnosis and treatment of mental health concerns.
  • Knowledge of community resources and social services.
  • Effective skills in budget management with multiple funding sources, such as district, state, federal, and private grants.
  • Effective skills in supporting professional level staff in the implementation of several program activities simultaneously.
  • Effective communication skills and the ability to collaborate with multiple constituencies.
  • Ability to effectively establish relationships with district and site staff and representatives of organizations at the local, national, and international level.
  • Ability to collaborate with students, staff, families, and partners to provide services that support the SPPS needs of students throughout the district.
  • Ability to interact effectively with a wide variety of persons from diverse cultural, ethnic, racial and socio-economic backgrounds.
  • Ability to use data to plan curriculum, assess programs, and distribute resources.
  • Capacity to effectively facilitate meetings and liaise between partners.
  • Excellent organizational and problem-solving skills.
  • Strong communication and organizational skills.
  • Ability to build and develop effective teams.
  • Experience in the creation, implementation and facilitation of professional development programs and presentations.

Minimum Qualifications:

  • Bachelors Degree in Social Work or a closely related field.
  • Three (3) years of experience in a position requiring school program/project coordination, team leadership or a closely related field.
  • A valid Licensed Independent Clinical Social Worker (LICSW) issued by the Minnesota Board of Social Work and a current PreK-12 License issued by the Minnesota Department of Education.
  • OR an equivalent combination of education, training, and/or experience.

Preferred Qualifications:

  • Masters degree in Social Work or closely related field.
  • Five years of experience providing social work services in settings serving students receiving special education services.
  • Two years of special education leadership experience (e.g., lead staff, coach, or related informal leadership experience).
  • Direct experience working with families.
  • Direct experience working with community organizations.
  • Expertise in trauma informed schools.
  • Administrator licensure (e.g., Director of Special Education, Principal licensure), or willingness to obtain.
  • Valid Minnesota drivers license without restrictions.

PAY, BENEFITS & WORK SCHEDULE
This is a 12 month position working 40 hours per week. The salary schedule can be found on the Labor Agreements page.

Benefits are available to new employees after 30 days of active employment. Benefits include medical insurance,
life insurance, sick leave, pension plan, tax-free retirement account, and flexible spending account. Some employee groups also receive vacation, dental insurance and disability insurance. A summary of benefits can be found on the Benefits Summaries page.

HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application.

The Human Resource Department will review your application materials and contact you regarding the next steps.

To attach additional documents to your online application, click on the “Additional Attachments” link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.

OTHER INFORMATION
Transcript – Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Veteran’s Preference – If you are an eligible veteran applying for a job where veteran’s preference applies and wish
to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.

Criminal Background Investigation and Reference Checks – Reference checks and a criminal background investigation
will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.

ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.

  • Regular and reliable attendance
  • May be exposed to various cleaning products

EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.

EQUITY STATEMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.

Job Type: Full-time
Pay: $79,000.00 – $100,000.00 per year

Benefits:

  • Dental insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Life insurance
  • Paid time off
  • Professional development assistance
  • Retirement plan
  • Vision insurance

COMPASS Regional Equitable Access Specialist-American Indian Student Focus

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REPORTS TO: Director – Teaching and Learning
GROUP/FLSA STATUS: Exempt (Professional), Regular, Full-time, Eight hours per day during regular business hours (M-F); 205 Days
Revised: 04/15/2024

SUMMARY:
MnMTSS is the statewide continuous improvement framework. COMPASS is the Collaborative Partnership to Advance Student Success and is a collaboration between the Minnesota Service Cooperatives and the Minnesota Department of Education.

The Equitable Access Specialist (EAS) is an MDE-funded service cooperative employee who serves as a member of a Statewide EAS Team and supports statewide and regional systems improvement to identify and dismantle barriers to high-quality instruction and layered supports for specific historically and persistently marginalized students’ groups. The EAS will prioritize and support efforts in creating welcoming school climates for all students, families, and staff in their districts, identifying strengths and strategies to develop a foundationally safe and beneficial experience for all.

The person hired as an EAS will focus on and be committed to addressing historical and persistent inequities in educational opportunities and outcomes for American Indian students. Through a systems improvement lens, the EAS will identify and remove the barriers in educational opportunities to improve outcomes for students, building on students’ and community strengths to increase access.

The EAS will have demonstrated an understanding of:

  1. The Culturally Responsive School Leadership (CRSL) framework.
  2. The Minnesota Multi-Tiered Systems of Support (MnMTSS) framework.
  3. An ability to use quantitative and qualitative data to identify and expose inequities, as well as support educators and leaders to address them in their districts and schools. A continuous improvement model will be used to create more equitable and excellent systems.

ESSENTIAL FUNCTIONS:   (Typical tasks but not all inclusive – major duties of the position.)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The EAS is both a specialist with a focus on American Indian students and a member of a statewide team of EASs with a focus on other student groups. This specialist works to ensure focus on American Indian students within the system and to collaboratively ensure all identified student groups are represented in continuous improvement discussions and decision-making.

Statewide EAS Team Responsibilities:

  • Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on improving access, removing barriers, and building on the strengths of American Indian communities and students.
  • Provide internal professional development to other EAS specialists and to other regional teams to build their knowledge of and ability to identify and remove barriers for American Indian students, including knowledge of the historical and persistent failure of the education system to ensure equitable and excellent access and outcomes.
  • Participate in professional learning opportunities from other EAS specialists to build your capacity to identify the need for their expertise and to use foundational training and knowledge to begin addressing the needs within the system of the other identified student groups.
  • Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
    1. Attending all professional learning provided for regional team members by MDE staff.
    2. Participating in coaching provided by MDE staff.
    3. Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.
  • Develop guidance for districts and charter schools related to academic achievement of American Indian students.
  • As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.

Minnesota Service Cooperative Responsibilities:

  • Provide support and coaching to internal staff to build capacity for identifying systemic barriers and building on strengths to improve access to high-quality instruction and a safe and welcoming school climate for American Indian students and communities and other historically and persistently marginalized student groups.
  • Serve as an EAS specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all areas is aligned to CRSL and MnMTSS.
  • Design and implement large-scale technical assistance activities to support best practices for American Indian students, including culturally responsive practices, so that service cooperative colleagues can increase statewide educational outcomes for American Indian students as part of their overall work with school improvement advocacy.

District and School Responsibilities:

  • Provide expertise on the history of systemic inequity in the education system for historically and persistently marginalized student groups and help make the connection between historic and current marginalization, lack of access, and inequitable student opportunities and outcomes.
  • Provide expertise on culturally relevant leadership and instruction for American Indian students and communities.
  • Support the evaluation of systems with the use of quantitative and qualitative data to identify inequitable outcomes and to identify and support the removal of barriers and the development of appropriate changes to the system and support for American Indian students and families.
  • Provide initial support for this work regarding other identified student groups and collaborate with and connect districts and schools to colleagues with expertise in a specific student group as needed.
  • Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).

EDUCATION AND EXPERIENCE:   (Minimum level of education and experience required.)
·        Bachelor’s degree in education, school psychology, or a related field.

·        Minimum of five years of experience working in a PreK-12 School System.

·        Experience with American Indian Education programming.

 

Preferred Education and Experience:

  • Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.).
  • Leadership experience in a PreK-12 School System.

LICENSES, CERTIFICATES AND REGISTRATIONS:   (Minimum required to perform the job.)
·        Current Minnesota teaching or administrative license.

·        Valid Minnesota Driver’s License.

KNOWLEDGE, SKILLS AND ABILITIES:   (Minimum competencies for job performance.)
·        Experience within a K-12 education setting.

·        Knowledge of Minnesota’s American Indian tribal nations and cultures.

·        Knowledge of state and federal laws pertaining to American Indian Education.

·        Thorough understanding of pedagogy and best practices within education.

·        Understanding of adult learning principles.

·        Ability to function cooperatively as a member of a team.

·        Ability to reflect on and continuously improve professional practices in response to coaching.

·        Experience with group facilitation.

·        Experience addressing educational inequity in previous positions.

·        Experience with effective implementation practices and systems change.

·        Ability to adapt to and work with a variety of school contexts.

·        Ability to create a collaborative partnership with educators.

·        Excellent organizational skills and attention to detail.

·        Creative analytical and problem-solving skills.

·        Effective written and verbal communication skills.

·        Ability to work effectively and efficiently across agencies and partnerships, individually and as a team member.

·        Ability to show initiative in resolving problems.

·        Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives.

·        Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally.

·        Ability to always conduct oneself in a professional and customer service-based manner.

·        Proficient in the use of G-Suite applications and online learning platforms.

·        Proficiency in adapting to new software and digital tools.

ENVIRONMENT AND PHYSICAL DEMANDS:  (Physical/sensory and environmental conditions.)
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance as necessary.

POSITION TYPE/EXPECTED HOURS OF WORK:  (Minimum essential factors of daily position.)
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected.

OTHER DUTIES:  (Potential other factors of daily position.)
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.