MASA Jobsite Online

Minnesota Association of School Administrators

COMPASS Regional Literacy Lead

COMPASS Regional Literacy Lead

by

REPORTS TO: Director – Teaching and Learning
GROUP/FLSA STATUS: Exempt (Professional), Regular, Full-time, Eight hours per day during regular business hours (M-F); 260 Days
Revised: 04/15/2024
SUMMARY:   (Brief description summarizing the overall purpose and objectives of the position.)
Regional Literacy Leads are hired jointly by the Minnesota Department of Education (MDE) and Minnesota Service Cooperatives (MSC).  Regional Literacy Leads will be employed by a Minnesota Service Cooperative and be funded through state READ Act dollars; work will be directed by MDE State Literacy Director and supervised by the regional coop. They will be responsible for The READ Act and the MDE BOLD State Literacy Plan implementation at the regional level.

To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.

Core responsibilities include:

  • Collaboration with MDE, CAREI, and the Regional Literacy Network team.
  • State-approved training facilitation and documentation.
  • Local Literacy Plan technical assistance.
  • Support Universal and Dyslexia screening administration and data interpretation.
  • Site-based Literacy Coaching support.

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.

Statewide Regional Literacy Network (RLN) Responsibilities:

  • Collaborate with MDE, CAREI, and the Regional Literacy Network team to ensure consistent access, coherence, and alignment for districts and charter schools on all literacy initiatives across the state, including the MN READ Act legislation.
    • Engage in collaboration that develops, promotes, and sustains collegial relationships between MDE staff, CAREI the Regional Literacy Network team, and regional cooperative staff.
    • Engage with districts and charter schools to provide consistent access, coherence, and alignment of messaging and support services across the state.
  • Support facilitation and monitor the administration of the training of teachers and school leaders in each of their regions.
    • Collaborate with MDE and CAREI staff in the development and delivery of in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Provide in-session and follow-up support.
    • Serve as a training facilitator for the synchronous sessions of the approved trainings in their regions.
    • Remain well-informed of current and developing research concerning Structured Literacy, literacy evidence-based practices, intervention, dyslexia, and screening through communication with colleagues and experts, participating in professional development, and reviewing the research literature.
  • Provide Local Literacy Plan technical assistance.
    • Assist districts and charter schools with the development, submission, and implementation of the required annual Local Literacy Plan.
  • Support universal and dyslexia screening administration and data interpretation.
    • Provide support with interpretation of district and charter school screening data.
    • Develop familiarity with regional needs related to Structured Literacy to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
  • Support site-based Literacy Coaching
    • Build the capacity of Literacy coaches to provide on-site coaching for district and school leaders and literacy teams in the region.
    • Support regional school districts and charter schools in the implementation of evidence-based Structured Literacy practices.
  • Participate actively in a statewide Tier One instructional cross-functional team, if requested by the state leadership team.

Minnesota Service Cooperative Responsibilities:

  • Provide support and coaching to internal staff to build capacity for implementing the READ Act legislation which includes evidence-based practices aligned to Structured Literacy.
  • Collaborate with the MDE State Literacy unit, CAREI, and the Regional Literacy Network colleagues to ensure support provided across all content areas is aligned to evidence-based Structured Literacy practices.
  • Collaborate with MDE, CAREI, and the Regional Literacy Network to build the capacity of regional literacy coaches.
  • Lead READ Act Literacy Coaches at the Cooperative

District and School Responsibilities:

  • Support district staff in the development, implementation, evaluation, and submission of their annual Local Literacy Plan to MDE.
  • Support district efforts to administer required universal and dyslexia screening tools and data submission to MDE.
    • Ensure district staff are trained on and administer an approved universal screener.
    • Provide data literacy support to ensure data analysis informs instruction and interventions.
    • Support inclusion of summary data in Local Literacy Plan submissions due annually on June 15th.
    • Support district implementation of dyslexia screening and identification of students with characteristics of dyslexia.
  • Support districts in the implementation of evidence-based curriculum and materials while supporting alignment to the revised English Language Art standards.
  • Support implementation of evidence-based Structured Literacy practices in PK-12 settings.
  • 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).
  • Support districts in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
  • Support districts in providing guidance of parent/family notification for students not reading at or above grade level including the student’s reading proficiency level, reading-related services, and strategies for families to use at home to support the student.
  • Familiarize districts with the research on Structured Literacy, evidence-based practices, intervention, dyslexia, and screening.
  • Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
  • Other duties as assigned.

EDUCATION AND EXPERIENCE:   (Minimum level of education and experience required.)
Bachelor’s degree in reading, education, special education, or related field.

  • Minimum five years’ experience in English Language Arts instruction or related fields such as psychology and speech-language pathology.
  • Systems Level Leadership or comparable experience.
  • Successful completion (or near completion) of one of the three approved training courses: LETRS K-3, OL&LA, and/or CAREIALL.
  • Experience planning, implementing, and evaluating district-wide initiatives and professional learning.
  • Experience in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
  • Data Collection/Analysis.

Preferred Education and Experience

  • Master’s degree in reading, education, special education, or related field.
  • LETRS/OL&LA/CAREIALL Facilitator.
  • 3+ years of instructional coaching experience with a focus on literacy and student data.

LICENSES, CERTIFICATES AND REGISTRATIONS:   (Minimum required to perform the job.)
·        Valid Driver’s License.

·        Current teaching or administrative license.

 

KNOWLEDGE, SKILLS AND ABILITIES:   (Minimum competencies for job performance.)
·        Thorough understanding of pedagogy and best practices within education.

·        Understanding of adult learning principles and group facilitation.

·        Ability to function cooperatively and collaboratively with colleagues and educators.

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

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

·        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 office applications and online learning platforms.

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.)
This is a 260-day position. Must be available to work during typical school hours, but occasional evening events, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region.  Office specifics will vary by region.

 

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.

 

COMPASS Regional Mathematics Lead

by

Summary/Objective: 

The COMPASS Regional Mathematics Lead, will serve as a part of the statewide system of regional support to educators and school leaders to implement evidence-based instructional strategies in standards-based mathematics.  This position will work with state math leaders and regional centers to lead regional professional learning to promote a deep understanding of math standards, content, learning progressions, and pedagogy necessary for the implementation of standards and effective teaching in PK-12 math environments.

The regional mathematics specialist continuously utilizes data to inform instructional practices related to standards-based education and facilitates communications and planning with sites and districts to advance student success and accelerate student learning. This position will work with regional sites to build sustainable systems of processes and coaching support for educators and educational leaders to improve their capacity to fully implement evidence-based mathematics, engage families, and build educator competency and efficacy – thereby increasing the mathematics skills of historically underserved children in Minnesota.

The regional math specialist will work in partnership with state and regional teams to build educator and administrative competency around mathematics, assessment, and data including understanding standards and benchmarks and the developmental processes of learning mathematics.  This position will work with sites to identify resources and alignment to math standards.

Essential Functions: Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Statewide Mathematics Team Responsibilities:

  • Serve as a member of this team under the leadership of the COMPASS Math Lead:
    • Participate in communities of practice to deepen understanding and skill in math standards, math progressions, math instructional pedagogy, and standards-based implementation.
    • Stay apprised of current research and evidence-based practices for mathematics instruction.
    • Collaboratively develop tools, resources, professional development modules, and programming.
    • Determine evidence-based programs and practices that should be scaled up for improved instruction, curriculum, assessment, and professional development.
    • Work collaboratively to build and maintain a regional system of professional development and support that educators and leaders can easily access and that makes extensive use of e-learning modules, webinars, interactive websites, open education resources (OER), and/or other multimedia and digital resources.
    • Provide tools and processes for on-site coaching for district and school math educators, leaders and school teams in the region.
  • Develop strong relationships with other organizations supporting mathematics leadership including NCTM, NCSM, The Minnesota Council of Teachers of Mathematics (MCTM), The MN Math Leaders, The STEM Center (SciMathMN), and state and regional higher ed institutions.
  • As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
  • Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
  • Participate in early learning training and support initiatives that help pre-K teachers provide high-quality, developmentally based instruction.
  • Assess statewide practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
  • Select and use tools and materials specific to active implementation frameworks.
  • Assess practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
  • Ensure alignment of the work to the Minnesota PreK-12 Academic Mathematics Standards and Early Childhood Indicators of Progress.

Minnesota Service Cooperative Responsibilities:

  • Serve as a math lead on the regional COMPASS team. Collaborate with colleagues to ensure math support provided across all content areas is aligned to MnMTSS.
  • Collect and analyze regional knowledge and capacity data to identify messaging, training, support, and coaching needs to build capacity for implementing effective mathematical practices within the MnMTSS framework.

District and School Responsibilities:

  • Assist schools in identifying, operationalizing, and reaching a shared understanding of core features of evidence-based practices in curriculum, instruction, assessment, and professional development.
  • Support districts in the implementation and alignment of a MnMTSS system utilizing evidence-based practices and standards-based mathematics curriculum.
  • 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).
  • Support implementation of evidence-based mathematics practices in PK-12 settings.
  • Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
  • Familiarize teachers and administration with the research on effective mathematics practices and evidence-based practices.
  • Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
  • Other duties as assigned

Competencies:

  • Proficient in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
  • Thorough understanding of pedagogy and best practices within mathematics 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
  • Proficiency in group facilitation
  • Proficiency in addressing educational inequity in previous positions
  • 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 conduct oneself in a professional and customer service-based manner at all times
  • Proficient in the use of office applications and online learning platforms
  • Proficiency in adapting to new software and digital tools

Education and Experience: 

  • Bachelors in mathematics, education, or related field
  • Minimum of five (5) years prior mathematics K-12 teaching experience
  • Experience planning, implementing, and evaluating district-wide initiatives and professional learning connected to mathematics
  • Current teaching or administrative license
  • Valid MN Driver’s License

Preferred Education and Experience:

  • Masters in education or related field
  • 3+ years of instructional coaching experience with a focus on mathematics

Environment & Physical Demands: 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 are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work: This is a full-time, 260-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties: 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.

Salary and Benefits: Competitive salary and benefits, including TRA and a flexible work environment.

Equitable Access Specialist: Special Education

by

Summary/Objective:

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, foundational safe and welcoming school climate, and layered supports for specific historically and persistently marginalized students groups.

The person hired as an EAS: Special Education will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students through a systems improvement lens that identifies and removes barriers and builds on students’ and community strengths to increase access.

The EAS: Special Education will have demonstrated an understanding of the Culturally Responsive School Leadership framework, the MnMTSS framework, and an ability to use quantitative and qualitative data to identify, expose, and support educators to address inequity and continuously improve their districts and schools toward a more equitable and excellent system.

Essential Functions: Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Statewide EAS Team Responsibilities: The EAS is both a specialist with a focus on a specific student group (special education) and a member of a statewide team of EASs with a focus on other student groups. This specialist works to ensure focus on a specific student group within the system and to collaboratively ensure all identified student groups are represented in continuous improvement discussions and decision-making.

  • 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 communities and students from a specific student group.
  • Provide internal professional development to other EAS specialists and to other regional team members to build their knowledge of and ability to identify and remove barriers for students with disabilities, 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:
    • Attending all professional learning provided for regional team members by MDE staff.
    • Participating in coaching provided by MDE staff.
    • Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.
  • 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 students with disabilities 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.

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.
  • Collaborate with CRSL specialists, to provide expertise on culturally relevant leadership and instruction for students who receive special education services.
  • Collaborate with the MnMTSS lead to 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 systemic barriers and the development of appropriate changes to the system and support for students and families who receive special education services.
  • 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).
  • Other duties as assigned.

Competencies:

  • Experience within a K-12 special education setting
  • Thorough understanding of pedagogy and best practices within special 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
  • Experience with Universal Design for Learning
  • 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 conduct oneself in a professional and customer service-based manner at all times
  • Proficient in the use of G-Suite applications and online learning platforms
  • Proficiency in adapting to new software and digital tools

Education and Experience:

  • Bachelor’s degree in special education, school psychology, or a related field
  • Minimum of five (5) years special education teaching experience in a PreK-12 school system
  • Current teaching license

Preferred Education and Experience:

  • Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
  • Experience in school leadership or a combination of school and district leadership.
  • Current administrative license (including Director of Special Education)

Environment & Physical Demands: 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 are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work: This is a .8 FTE, 205-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties: 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.

Salary and Benefits: Competitive salary and benefits, including TRA and a flexible work environment.

Computer Science Teacher- 2024-2025

by

Job Summary:

Under the general supervision of the School Principal, to develop students’ skills and competence in business and industry, the use of technology and computer applications, and the ability to problem solve in a wide variety of settings.

To see full job description, please click the link below.

Computer Science Teacher – Job Description

Apply at:  www.isd518.net

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.

Special Education Teachers (2024-2025)

by

Prairie Elementary School is seeking a special education teacher in our K-2nd grade setting. (ABAS, DCD or LD certification preferred).

 

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.

To see full job description, please click the link below.

Special Education Teacher Job Description K-12

Apply at:  www.isd518.net

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.

 

Continuous Elementary Building Substitute Teacher

by

Position Type:
Teaching: Elementary School

Location:
Rush Creek Elementary

Closing Date:
Until Filled

Job Summary: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. Provide classroom instruction out of multiple classrooms; make appropriate and equitable use of instructional resources and technologies; implement the goals and objectives of the district and the school and/or program for which employed; maintain contact and communication with teachers, staff, school, district leaders, and guardians/caregivers, when applicable; deliver and assess curriculum according to district guidelines; follow system policies and regulations concerning scholar conduct and discipline; follow professional practices consistent with school and system policies in working with scholars, scholar records, guardians/caregivers, and colleagues; provide in-person, synchronous, and asynchronous learning when applicable; work collaboratively with others. Willing to participate in district, building, and department leadership activities.

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

 

Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position.

 

Continuous Sub Classroom- Job Posting Template.docx

continuous sub mou.pdf

Minimum qualifications include:

Bachelor’s Degree required
MN teaching license in elementary education (Tier 2, 3, or 4)
*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional License

Preferred qualifications include:

Bilingual Spanish/English, Hmong/English, vietnamese/English higly desirable
Strong communication skills both written and verbal?

Salary:  $33/hour

Work assignment: Minimum contract day (see Continuous Sub Mou above) Temporary Assignment.  This position will end on June 7, 2024.

Bargaining unit: Education Minnesota Osseo

Desired start date: Insert desired start date if indicated

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Mentorship programs for teachers and educational support professionals
Summer opportunities
and more
Equal Employment Opportunity Statement:

Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.

Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check Upon Conditional Offer:

Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.