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Minnesota Association of School Administrators

Early Learning Program Director

Early Learning Program Director

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Position Summary: The Early Learning Program Director will advocate for and work collaboratively to deliver general education and special education early learning and assessment services to children from birth to 5-year-old programming. Duties include directing, observing, coaching instructional pedagogy, and providing feedback to staff; managing day-to-day early learning program functions according to community and district needs; and extending outreach and collaborating with county, state, and community partners to maximize the benefits to our students. This position will work directly with special education, teaching and learning, and community education leadership to coordinate and be accountable for opportunities that enrich, expand, and support the District’s mission and vision.

Position Requirements: An MN Specialist degree in educational administration or educational leadership and/or Director of Special Education license is preferred; an MN Early Childhood Special Education Teaching License or MN Early Childhood Pre-K Teaching License isrequired. Successful five years of experience in partnering with families in a professional capacity is required with experience in diverse populations is preferred.

Physical Demands: This work requires the occasional exertion of up to 25 pounds of force; work regularly requires speaking or hearing, frequently requires sitting and using hands to finger, handle or feel and occasionally requires standing, walking, climbing or balancing, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling, lifting and repetitive motions; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data and observing general surroundings and activities; work occasionally requires exposure to outdoor weather conditions, exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment and bodily fluids; work is generally in a moderately noisy location (e.g. business office, light traffic).

Other Skills & Abilities: Candidate must be able to demonstrate effective written and oral communication, leadership of diverse groups, prioritize workload, and work with little supervision. Thorough knowledge of the policies, practices, methods and techniques used in the creation, development and supervision of school and student activities including early development and academic support, and enrichment; thorough knowledge of practices, methods and techniques used in classroom teaching; thorough knowledge of standard education, evaluation parameters; general knowledge of prescribed school board policies and procedures; thorough skill in the use of personal computers and related software packages, hardware and peripheral equipment; thorough skills in outstanding leadership and personal characteristics; ability to make arithmetic computations using whole numbers, fractions and decimals; ability to compute rates, ratios and percentages; ability to understand and apply governmental accounting practices in maintenance of financial records; ability to maintain confidential files and information; ability to establish and maintain effective working relationships with students, parents, staff, associates, the School Board, superintendent and the general public. A successful candidate must demonstrate sensitivity to a variety of cultures and the ability to communicate with a diverse cross-section of individuals and organizations. Flexibility and consumer-oriented programming experience desirable. Consistent and reliable attendance is required.

Schedule:
52 weeks per year / 260 days
Rate of Pay:
D-7-1 // $98,779 – $$146,786 depending on experience

Benefits offered for this position are as listed – Director:
Health Insurance is offered through Blue Cross Blue Shield (single and family)
$186 monthly district contribution into a Restricted Health Reimbursement Arrangement for directors enrolled in a single or family health insurance plan
Dental Insurance (Single and Family)
$260,000 Life Insurance
Long Term Disability
Teacher Retirement Association (TRA) pension / Public Employee Retirement Association (PERA) pension (depending on position)
403(B) Matching Annuity Plan
Earned Sick and Safe Time (ESST) / Sick Leave Time
Vacation Time
11 Paid Holidays

ISD 761 IS AN EQUAL-OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

School Psychologist

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School Psychologist (2025-2026 School Year) 
**$5,000 Signing Bonus**

Location: East Central Schools

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) meeting
    • Attend special education department meeting
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative cultur
    • Provide consultation on special education due process to staff and parent
    • 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 principa
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilitie
    • Assist in coordinating the reevaluation process for students receiving special education and related service
    • 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 necessar
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignmen
    • 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 program
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate intervention
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plan
    • 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 assignmen
  • Academic Assessment and Services
    • Support building-wide academic screening processe
    • 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 requeste
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Intervention
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requeste
    • Provide direct counseling services to individuals or groups, as requeste
    • 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

Teacher – Secondary Special Education (Cross Categorical)

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal and director of Student Services.

SUPERVISES:
Students, paraprofessionals, student teachers or others as assigned.

Spanish Immersion-Social Studies Teacher

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Full Time (1.0 FTE) Spanish Immersion-Social Studies Teacher is available for the 2025-2026 school year at Forest Lake Area Middle School.  Social Studies teacher working in a middle school Spanish Immersion setting, who will also be working with English speaking students.

 

Special Education Teacher(s)-K-2nd (2025-2026 School Year)

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Job Summary:

Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students’ specific needs; providing a safe

and optimal learning environment.

The district is looking for two special education teachers.

Benefits

Health Insurance
Health Savings Account
Flexible Spending AccountMedical / Dependent Care
Dental Insurance
Vision Insurance
Aflac Voluntary Plans
Life Insurance
Long Term Disability
Worker’s Compensation
Retirement

403b
Teachers Retirement Association (TRA)
Other Benefits

Sick Time
Personal Days

Equal Employment Opportunity
It is the policy of the Worthington School District to provide equal employment opportunity for all, without discrimination on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation or age.

ISD 518 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located on the district website’s Title IX page.