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Minnesota Association of School Administrators

Special Service Coordinator

Special Service Coordinator

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PRIMARY JOB FUNCTIONS:

 

  • Provide a broad range of professional services to students, staff, families, and the community.
  • Actively engage, collaborate, and consult with students, families, and community-based service providers in promoting school success for students, developing intervention strategies to assist with programming for students.
  • Assist administration/serve as administrative liaison to:
    • Support special education staff development activities that will positively impact student achievement and overall success.
    • Assist with program options/additions for high needs students.
    • Assist administration with behavioral interventions and alternatives to suspension.
    • Assist in recruiting, supervising and evaluating the performance of special education staff and programs, including conducting formal teacher observations.
    • Assess and implement staff development needs for special education and other staff.
    • Assist with workshop sessions for licensed special education staff.
    • Conduct group training and individual coaching sessions as needed.
    • Monitor and evaluate special education programs and services for compliance with District’s expectations, State and Federal rules.
    • Be first contact for community and continuum of care facilities regarding return or admittance of students.
    • Serve as support for resource and program students and staff.
    • Attend IEP meetings and participate in IEP development.
    • Assist administration with due process compliance, improve IEP goal/objective writing, increase proficiency in evaluation writing, and collaborate with regular education teachers to meet students’ needs in the regular education classroom.
    • Assist in recruiting, selecting, and supervising, managing, training and evaluating special education paraprofessionals
  • Other duties as assigned.

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

District 196’s main office is located in Rosemount, Minnesota. The school district has an approximate enrollment of 29,000 pre-kindergarten through grade twelve students.

School District Website: https://www.district196.org/

City Websites: https://www.rosemountmn.gov/

https://www.ci.apple-valley.mn.us/

https://cityofeagan.com/

LEADERSHIP PROFILE: Accomplished candidates will demonstrate expertise and successes in:

Commitment to Student Success: Proficient in identifying equity challenges and opportunities, implementing best practices, and fostering continuous improvement strategies that build pathways for personal and academic success for each and every student.

Innovative Leadership: Communicates a visionary approach for academic excellence, with the ability to engage diverse communities, build a culture of continuous growth and learning, and implement the district’s strategic roadmap.

Effective Delegation: Sets high expectations, delegates and motivates while coaching and maintaining accountability, all with a thorough knowledge of and successful experience in sound management practices and strong human relations ability.

Exceptional Communication Skills: Is a clear, articulate communicator with strong interpersonal skills and demonstrated ability to listen and foster collaborative and visible work with board members, administration, teachers and staff, students, parents, community and elected officials.   

SALARY/CONTRACT:  The current superintendent’s compensation for the 2023-24 school year is $256,768. A competitive compensation and benefits package will be negotiated commensurate with experience and qualifications. Contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  March 25, 2024

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at mnmsba.myrevelus.com. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on March 25, 2024, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “District 196 Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s official transcript(s) (upon hire, originals must be submitted to the school district).

Questions can be directed to MSBA’s District 196’s Superintendent Search Team:

Applicants are requested to not contact school board members.

District 196 is an equal opportunity employer. The MSBA Executive Search Service is an equal opportunity search agency.

Licensure Pathways Specialist – Multilingual Education

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The Southeast Service Cooperative seeks a part-time (20hrs/week) or full-time (40hrs/week) Licensure Pathways Specialist for Project MOMENTUM, a micro-credentialing initiative for Minnesota educators funded by the Office of English Language Acquisition at the U.S. Department of Education. This role will be responsible for leading licensure pathway options at the Southeast Service Cooperative, including pathway advising, course instruction and clinical supervision of teacher candidates. It is anticipated that the grant will be funded through August 30, 2027.

About the Project: Project MOMENTUM will design and implement a series of micro-credentials to provide equitable access to high-quality professional learning opportunities for K-12 educators and school leaders in order to improve instruction for multilingual learners in Minnesota. The development of the micro-credentials will be based on principles of andragogy and interactivity with emphasis on the benefits of bilingualism, asset-based pedagogies, and research-based classroom practices for integrated and multimodal language development. In addition, the microcredentials will highlight linguistically affirming family engagement strategies and instructional models that support language access and equity.

Responsibilities:

  • Lead licensure advising efforts to support candidates through pathway options, including Additional Licensure, Licensure via Portfolio, and potential apprenticeship programs.
  • Serve as a teacher educator for Project MOMENTUM courses using established course syllabi and provide feedback to candidates based on standards rubrics.
  • Collaborate with local schools and educational institutions to establish partnerships for practicum placements and apprenticeship programs within the licensure pathways.
  • Facilitate flexible coaching sessions, group discussions, and office hours to support candidates at all points throughout the licensure process.
  • Conduct clinical supervision for licensure candidates in alignment with PELSB standards.
  • Maintain digital licensure documentation, file structures, and course folders.
  • Meet project milestones and deadlines, effectively managing time and resources.
  • Represent Project MOMENTUM in meetings with PELSB and other partners.
  • Attend virtual and in-person meetings with the Project Director and Project Team.
  • Other duties may also be assigned given project needs and the applicant’s interests and expertise, including contributions to course design and project dissemination efforts.

Assistant Elementary Principal

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Elementary Assistant Principal at Kennedy Elementary School, 8 hours per day, 215 days per year; 2024-2025 School Year.

Under the direction of the Building Principal, the Assistant Principal is responsible for providing administrative assistance and administrative support to the Building Principal in providing educational leadership to staff and in overseeing the daily building operations, programs and concerns.

District Technician Level 1

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Job Description:
Performs intermediate technical work assisting with the installation, maintenance and repair of technological systems, and related work as apparent or assigned.  Responsible for installing and maintaining good operating conditions of building workstations, telephones, classroom equipment and mobile devices. Provide staff development and tutorials related to various district supported software and hardware. Support staff and students with all technology related needs. Work is performed under the moderate supervision of the Education Technology and Innovation Director.

Essential Functions:Plans, recommends and maintains good operating condition of the district’s data equipment and programs, hardware and software, telephone and voice mail system, video and security system, computer workstations and infrastructure.
Provides initial and follow up troubleshooting for the district’s data equipment and programs, hardware and software, telephone and voice mail system, video and security system, computer workstations and infrastructure.
Recommends repairs and equipment upgrades to the district’s data equipment and programs, hardware and software, telephone and voice mail system, video and security system, computer workstations and infrastructure.
Provides technology services to support ongoing state testing requirements.
Provides technology training to staff.
Plans for, recommends and maintains appropriate back-up systems.
Installs and upgrades various hardware; implements schedule and communicates to users, vendors and implementation team; identifies and resolves issues.
Installs new equipment, cabling and networking devices; ensures proper connectivity; performs component and device checks to ensure proper working order.
Maintains facilities and equipment; monitors facility environmental conditions.
Provides customer service and support.
Other duties as apparent or assigned.

Student Success Coach

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Job Description:
Student Success Coach.  Two Full-time (1.0 FTE) positions, Roosevelt Elementary and Lincoln Elementary. This position commences with the 2024/25 school year.

General Definition of Work:
Performs intermediate human support work helping coordinate a positive behavior intervention plan that addresses students behaviors and provide a means to help the students become more academically successful. The Behavior Intervention Specialist also provides classroom and school-wide behavior management strategies drawing on multiple disciplines, including community health, social work, psychology, counseling and education. Interventionist will observe and interact with individuals and groups to assist with the healthy functioning of the students. Interventionists will focus on specific behaviors impacting the students or classrooms, and related work as apparent or assigned. Work is performed under the limited supervision of the Building Principal.

Essential Functions:
Lead staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying  antecedents; assist with the creation and alignment of classroom behavioral expectations and classroom management plans; act as a resource regarding student management issues; assist in the planning, developing, and implementation of student behavioral plans. Coordinate and enforce school behavioral expectations, including attendance and classroom alignment with school-wide goals. Work cooperatively to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms; work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions. Engage students, parents/guardians and teachers in the student behavior intervention plan process and related policies and empower parents and teachers by providing them with skills and techniques to support the positive behavior development of students. Attend appropriate meetings regarding student growth and successes: 504 case conferences, parent meetings, expulsion hearings, etc. Develop and coordinate a repertoire of educational assessment strategies and/or alternatives consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings. Collaborate with school counselors and personnel to create and maintain research based behavioral interventions and train staff in those interventions. Manage the documentation of student behavior; compile, analyze and share student discipline data regularly and use the data to make decisions; use ongoing assessments to maintain a record of student progress. Coordinate and monitor data for ADSIS purposes; track ADSIS student progress according to MDE guidelines and procedures, contribute to the annual yearly report of the ADSIS program, analyze academic and behavior data collected from various records to help determine effective academic and behavioral interventions and present to the School Board updates and progress for the ADSIS program as requested. Collaborate with the High School 9th Grade Academy Coordinator as students transition from middle school to high school; communicating effective strategies and progress to support continued success for students. Openly communicate with staff and parents/guardians regarding student behavior. Conduct conflict resolution and peer mediation sessions; confer with students and administer appropriate consequences. Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations. Assist in the maintenance of the crisis management plan and school safety requirements.