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Minnesota Association of School Administrators

Program Coordinator (Student Supports)

Program Coordinator (Student Supports)

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Knowledge, Skills, and Abilities

  • Skills in effective communication in writing and orally
  • Strong organizational skills
  • Ability to work with a culturally and linguistically diverse group of staff
  • Knowledge of school settings and training needed in working with students from PreK through Transition
  • Knowledge of evidence based practices and strategies in social emotional learning, mental health, and disabilities
  • Ability to prepare and present data and reports to a variety of professional audiences
  • Ability to create and administer surveys and other feedback methods
  • Ability to analyze data and make recommendations for the future

Essential Functions
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Some functions listed may be more prominent than others depending on organizational needs.

  • Coordinate, design, and implement professional learning activities related to mental health, trauma, SEL, and related topics for staff in collaboration with Student Support department
  • Contribute to communication newsletters with information on professional learning opportunities district-wide
  • Facilitate outreach to member districts to identify professional learning opportunities that are applicable for their staff
  • Collect and analyze data to monitor progress towards professional learning completion and feedback on training opportunities
  • Prepare reports based on professional learning participation and feedback provided to determine future learning opportunities
  • Collaborate with district staff and external trainers for professional learning opportunities
  • Create an internal process for continuing education units and gain approval for external state board approvals
  • Develop, organize, schedule and present select training sessions to staff as needed
  • Other duties as assigned by the supervisor.

Chemical Health School Counselor

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Utilizing leadership, advocacy, and collaboration, this class is accountable for promoting student success, providing preventative services, and responding to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students.

Knowledge, Skills, and Abilities

  • Knowledge of laws and policies for student counseling;
  • Skill in
    • dealing with parent and student concerns;
    • communicating with school counselors and administrators;
  • Ability to
    • assist with credit transfers;
    • gather information from teachers on student progress;
    • have a flexible schedule to consistently accommodate phone and email inquiries;
    • work with individuals from diverse backgrounds.

Essential Functions

  • Discusses the comprehensive school counseling program with the school administrator;
  • Provides advice, guidance and support to students, parents/guardians, and other stakeholders;
  • Develops and maintains a written plan for effective delivery of the school counseling program based on State standards and current individual school data;
  • Discusses credit requirements and enrollment processes with local school counselors;
  • Communicates the goals of the comprehensive school counseling program to education stakeholders;
  • Maintains current and appropriate resources for education stakeholders;
  • Provides leadership and collaborates with other educators in the school-wide integration of the State approved curriculum;
  • Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals;
  • Assists all students, individually or in groups, with developing academic, career, personal, and social skills, goals, and plans;
  • Accurately and appropriately interprets and utilizes student data;
  • Collaborates with parents/guardians and educators to assist students with educational and career planning;
  • Provides individual and group counseling to students with identified concerns and needs;
  • Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs;
  • Implements an effective referral and follow-up process;
  • Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services;
  • Provides appropriate information to staff related to the comprehensive school counseling program;
  • Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data;
  • Participates in professional development activities to improve knowledge and skills;
  • Uses available technology resources to enhance the school counseling program;
  • Adheres to laws, policies, procedures, and ethical standards of the school counseling profession;
  • Conducts a yearly program audit to review extent of program implementation;
  • Collects and analyzes data to guide program direction and emphasis;
  • Measures results of the school counseling program activities and shares results as appropriate;
  • Monitors student academic performance, behavior, and attendance and assists with appropriate interventions;
  • Reports to teachers and administrators on feedback from students;
  • Assists students in grade inquiries;
  • Follows up with students working on incomplete coursework;
  • May communicate with special education case managers and teachers regarding specific accommodations;
  • Works with many different school districts to communicate student progress;
  • Works with students that are experiencing emotional, behavioral, or health related issues.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Assistant Director / Principal of Special Education

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POSITION OVERVIEW:

Under the supervision of the Director of Special Education, the Assistant Director / Principal for Intermediate School District 917’s Federal Setting IV Special Education programs and directs the implementation of special education programming, including curriculum, district policies, and continuously overseeing staff and students. The Assistant Director / Principal plays a vital role in providing leadership to create and sustain a consistent, safe environment conducive to education at the assigned program as well as on a district-wide level. In this role, one helps lead, model, and encourage respect, communication, and competency. This role is performed following District policy and State/Federal Laws.

Occupational Therapist

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Primary Responsibilities:

  • The licensed OT works closely with the Student Support Services Team to support the development and implementation of the special education service delivery model. The OT serves as a resource for their special education staff in disseminating information on evidence-based practices.
  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose

School Psychologist

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  • The licensed school psychologist works closely with the district Individualized Student Services Team to support the development and implementation of the building/program’s special education service delivery model.
  • The psychologist serves as a resource for their special education staff in disseminating information on evidence-based instructional practices and targeted professional development.
  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose