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Minnesota Association of School Administrators

6th Grade Math Teacher

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.

Academic Services Coordinator

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Location: Exact districts of assignment to be determined upon hire

Position Purpose:
The Academic Services Coordinator position assists SCRED member districts in implementing a continuum of academic support for all students within a Multi-Tiered System of Supports (MTSS). 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 instruction designed to meet their needs in their least restrictive environment. This position provides targeted support to member districts with regard to academics, including literacy and math.

Essential Duties:

  • Collaboration & Consultation
    • Collaborate with district, building, and/or grade level teams to review the effectiveness of instruction and foster continuous improvement using student outcome data
    • Provide on-site coaching and support for the implementation of evidence-based Academic practices across all 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 who have Specific Learning Disabilities (SLD) and their educational needs
    • Support staff in the development of IEPs that are designed to meet the unique literacy and math needs of students with SLD
    • Consult with general and special education staff regarding students who are not responding to instruction and/or 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
    • Collaborate with IEP teams to develop effective programs for students with significant and unique literacy and math needs
    • Provide guidance to member districts around state academic requirements
  • Professional Learning
    • Engage in professional learning opportunities aligned with identified goals/needs to inform professional learning opportunities related to academic programming
    • Develop professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with identified goals/needs and messaging across districts and service areas
    • Develop the professional learning plan and budget for the Academic Services and Outcomes service areas in collaboration with Academic Services Team
    • Facilitate professional learning using effective adult learning strategies on a variety of academic topics, including the implementation of a Multi-Tiered System of Supports (MTSS), assessment, instruction, inclusion, accessibility, and program evaluation
    • Provide on-site coaching and support to enhance implementation of best practices in academic instruction
  • Coordination of Service Delivery
    • Provide implementation assistance to member districts in regard to MTSS (e.g., data facilitators, problem-solving teams, grade/department level teams, case managers, school psychologists, administrators)
    • Facilitate the implementation of best practices in academic 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 academic-related needs that can be shared across districts
    • Support teams in planning for transitions of students with literacy and math needs between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Facilitate stakeholder (e.g., superintendents, principals, curriculum directors, GOM coordinators) involvement and decision-making for database systems and screening/progress monitoring assessments
    • Coordinate the use of database systems for effective MTSS implementation
    • Support districts in meeting child find requirements related to the implementation of Scientific Research-Based Interventions
    • Provide work direction to the Outcomes Coordinator and the administrative assistant supporting the Academic Services Team
  • Other Duties as Assigned
    • Perform other duties as assigned