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Minnesota Association of School Administrators

Special Education Coordinator

Special Education Coordinator

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Start Date: 2023-2024 School Year

Reports to: Principal / Director of Special Education

OVERVIEW

Prodeo Academy, a network of public charter schools serving the Twin Cities, is a meaningful education solution closing the opportunity gap through data-driven instruction in a culture based on a foundation of five core values: Perseverance, Respect, Integrity, Development, and Engagement. Shared expectations around these values enhance the opportunity for our scholars to reach their full potential. We are looking for team members committed to helping our students access greater opportunities, achieve future success, and contribute to the vitality of our community.

VISION FOR POSITION

The Dean of Special Education is responsible for the coaching and development of special education teachers, educational assistants, and staff towards transformational outcomes for students in alignment with the network-wide vision for an inclusive special education program. This leader will also design, monitor, and coordinate the district due process rules and regulations to assure that these procedures are in compliance with state and federal regulations with regard to special education for children with disabilities and to implement special education services which are in compliance with appropriate services for students with disabilities.

POSITION FUNCTIONS

Essential Duties and Responsibilities

  • Design, monitor, and coordinate the district due process rules. Implements and monitors the child student process system to provide assessment, program services, and evaluation; facilitates non-biased assessments; provides interpreters and cultural liaisons when needed for due process; and provides translated forms.
  • Works with the Department of Education and the Department of Human Services for monitoring and audits.
  • Works with the Director of Special Education in designing and implementing the Corrective Action Plans (CAPs) as deemed necessary.
  • Acts as a resource to interpret and clarify federal, state, and local district regulations and policies for staff.
  • Provides consultation to staff and building administrators in implementing rules for the discipline of students with disabilities.
  • Participates in the dispute resolution processes as needed and appropriate.
  • Provides mentoring to Special Services staff in learning the necessary skills for due process rules and regulations and oversees the timelines and completion of due process documents.
  • Works with new families to understand due process regulations and service delivery within the district.
  • Facilitates the implementation of alternative dispute resolution processes. Implements alternative dispute resolution processes such as conciliation, facilitated IEP, and mediation and prepares a written summary for inclusion in the child study folder.
  • Works with the Director of Special Education to coordinate dispute resolution activities.
  • Works with the Director of Special Education on complaints filed by the parents with the Minnesota Department of Education, accountability, and compliance.
  • Works to mediate differences between parents and the district.
  • Provides program leadership, supervision, instructional coaching, and training to Special Services staff in the building. Promotes the team development of the Special Education staff with one another and with the building staff, including weekly observations and coaching meetings.
  • Provides leadership to implement the Special Services Department Continuous Improvement Monitoring Process (CIMP) and strategic plan.
  • Participates on interview teams as assigned by the Director of Special Education and Building Principal.
  • Provides supervision to the Director of Special Education and Building Principal, including scheduling, coverage, and professional development
  • Directs and supervises tuition billing
  • Conducts program evaluation procedures and improvement processes, including analyzing student outcomes and data
  • Provides leadership in various areas such as Special Education Advisory Committee (SEAC), Continuous Improvement Monitoring Process (CIMP), Paraprofessional Development, Assistive Technology
    Implement special education services which comply with appropriate services for students with disabilities
  • Works with Director in the implementation of Minnesota Comprehensive Assessments with accommodations and implements Minnesota Test of Academic Skills (MTAS) with assigned special education students meeting criteria for alternate assessment and works with Modified MCAs and standards-based IEPs
  • Works with Director on implementing criteria for Homebound, Homeless, Third Party Billing, and any other unusual circumstances
  • Provides consultation with the Director of Special Education in budgeting recommendations, staffing allocations, assignments, and budget allocations; serves as a fiscal steward of resources
  • Works with the implementation of extended school year options for students with disabilities.
  • Facilitates placement and monitors students with disabilities in out-of-district placements.
  • Works with community-based partnerships to help students with disabilities access resources.
  • Coordinates referrals and services to Director for students in out-of-district placements.
  • Coordinates the transportation of students with special education needs as a related service.
  • Participates as an administrative designee in IEP/IFSP/IIIPP meetings and coordinates with building administrators to be administrative designees.
  • Works with the implementation of Assistive Technology and implements the standards within the department on student computers, Augmentative Communication inventory

Other duties:

  • Perform additional duties as determined by the Director of Special Education.
  • Works with the Director of Special Education to update the Total Special Education Services (TSES) manual.
  • Works with the Director of Special Education to implement new initiatives, new regulations, and new ESEA and IDEA reauthorization requirements.
  • Attends area-wide meetings and keeps informed of current research/literature regarding current trends in delivery systems and new initiatives.

KNOWLEDGE, SKILLS, AND ABILITIES

  • Strong leadership skills in facilitating group processes and team building
  • Communication skills in a variety of settings and experiences
  • Knowledge and skills in due process compliance and accountability
  • Knowledge and skills in program assessment, design, delivery, and evaluation
  • Understanding of special education trends and changes in IDEA as well as in federal and state rules and regulations
  • Excellent time management skills and organizational skills to handle multiple tasks simultaneously
  • Tolerance for ambiguity, tenacity with follow-up, and creativity in the development of the individual building needs, while seeing the “larger” version of the district
  • Ability to work with parents/families, students, staff, and support staff in problem-solving strategies
  • Ability to engage in problem-solving and conflict resolutions
  • Ability to prioritize and manage the volume of requests and responsibilities
  • Leadership in supervising program and paraprofessionals

EDUCATION AND DESIRED QUALIFICATIONS

Education/Certification Requirements: Licensure in special education or related service area such as special education by disability, school social worker, school psychologist, and speech-language pathologist is required for this position.

COMPENSATION

Salary for this position is competitive and commensurate with experience.

Prodeo Academy is an equal opportunity employer. We do not discriminate on the basis of race, gender, handicap, age, religion, sexual orientation, or national or ethnic origin. We are committed to hiring a diverse and multicultural staff and encourage applications from traditionally underrepresented backgrounds.

School Nurse

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JOB GOAL:
Utilize the school health program, in collaboration with other educators, to the attainment of the full health and educational potential of each individual student.

ESSENTIAL FUNCTIONS:
● Maintain current knowledge about health laws and regulations which pertain to school populations.
● Follow required laws of the State of Wisconsin, Division of Health, Bureau of Prevention, Immunization Program.
● Follow school board policy regarding medication administration to students.
● Meet periodically with school physician and county health nurse.
● Assess emergency problems and providing immediate First Aid care as required.
● Refer student to parent, physician or medical facility, as necessary.
● Complete/review accident reports.
● Teach responsible adult staff to give emergency medications.
● Facilitate staff First Aid persons for each building.
● Assess health problems and direct care to parent and or physician as necessary.
● Observe students on medication and consult with parents, physician, or health agency, as necessary.
● Alert teachers to the possible side effects and reactions of medications.
● Conduct health assessments, (including vision, hearing, posture, immunization, weight, height, etc.) for three year old screening, kindergarten screening, and new students.
● Train and coordinate parent volunteers to assist with health screenings.
● Monitoring early childhood students concerning health issues.
● Keep teachers updated as to student health concerns.
● Rescreening those students referred by teachers, parents, Multidisciplinary Teams and pertinent others.
● Referring to their parents those students who do not pass the test and provide follow-up consultation with parents and teachers.
● Make home visits, as indicated, for follow-up of identified health problems.
● Assume case management role for home/hospital bound non-handicapped students.
● Maintain pertinent health records for all students.
● Review student health files to identify immunization needs and inform parents.
● Coordinate immunization program with county.
● Examine students suspected of having a communicable disease (i.e. head lice, scabies, impetigo), recommend appropriate care, and send informational letters to parents as necessary.
● Consult with Multidisciplinary Team and provide health assessments for students being evaluated.
● Provide resource materials on health for educational purposes, (i.e. poster, films, pamphlets).
● Provide assistance in setting health and safety standards for food service, maintenance, and athletics.
● Participate on school district committees (i.e., health education curriculum, suicide prevention, students at-risk, Student Support Team).
● Make presentations to health education classes, as recommended in the health curriculum and coordinate health programs presented by students (i.e. smoking prevention, bloodmobile).
● Provide in-service meetings devoted to health education or faculty and parent groups.
● Periodically review/evaluate school health programs.
● Develop budget for health care supplies and health care programs.
● Submit annual report of activities to the Director of Student Services.

Teacher – Language Arts

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

District Master Planner (99929)

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SUMMARY
Under general supervision, develops and maintains District main plan, long-range capital plan, and architectural guidelines, criteria, and standards, in accordance with federal and state regulations, as well as MPS policies and standard practices.

 

ESSENTIAL FUNCTIONS — Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

 

Contributes planning services and vision to bring innovative site planning to existing and new sites; maintains and routinely updates Educational Adequacy and Facilities Condition assessment indices.
Collaborates with academic leadership, principals, and other district staff in developing parameters for the design of district schools and other facilities.
Represents the division/department in meetings with elected and appointed officials, other city entities, and state and federal agencies. Serves as the district’s representative with a variety of public, business, and community organizations. Fosters collaborative relationships to the benefit of the organization.
Develops and maintains long-range building rehabilitation plans.
Coordinates the district’s construction program procurement documents such as administers AIA contracts, general conditions, and supplementary conditions, among others.
Coordinates project administrative work and contractor communications; reviews and approves construction project documents within the scope of authority; generates reports of project activities and assures effective communication of issues.
Reviews, approves, and manages contracts, technical documents, and purchase and payment requests; evaluates, negotiates, and resolves contract and technical issues and disputes.
Oversees staff in preparing, maintaining, and updating records, files, drawings, and descriptive materials for district sites ad facilities.
Manages facilities planning, program coordination, property information, and building information systems.
Monitors planning and design activities for compliance with state and Federal regulations and standards, and MPS policies, goals, and objectives.
Plans, conducts, and analyzes the results of research studies and projects; coordinates projects and maintains liaison with other district departments; develops and implements work programs and procedures, long and short-range plans, and annual operational procedures.
Implements and monitors standards, design standards manuals, master specifications, policies, and procedures.
Leads capital budget project identification process to determine facilities project priorities and funding; assists capital budget review committees as needed.
Develops annual and multi-year work plans and strategies to meet business needs.
Develops and directs the implementation of goals, objectives, policies, procedures, and work standards to ensure success.
Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
Maintains absolute confidentiality of work-related issues, records, and MPS information.
Other duties or tasks may be assigned on an as-needed basis
MINIMUM QUALIFICATIONS

 

Education, Training, and Experience Guidelines
Bachelor’s Degree in Architecture, Engineering, or related field; AND five (5) years of experience in architectural design, construction management, or plans examination; OR an equivalent combination of education, training, and experience as determined by Human Resources.

 

Knowledge of:
Principles and practices of architectural design, project planning, and programming.
Architectural principles and practices related to the planning, organization, and implementation of varied projects in the design, installation, operation, and modification of sites and facilities of a large school district.
Building codes and regulatory requirements.
Construction methods and practices.
Principles and practices of construction project management and contract administration including budget management, expenditure reviews, and overseeing the work of contractors to ensure compliance with construction documents.
Design, cost, schedule, and constructability of potential projects.
Skill in:
Interpreting and applying facilities planning and development principles, Federal and state rules, and regulations, and MPS policies and standards.
Reading and interpreting designs, estimates, plans, and specifications for facilities projects.
Analyzing and evaluating technical engineering data and construction documentation.
Using initiative and independent judgment within established procedural guidelines.
Analyzing problems, resolving disputes and grievances, and recommending effective solutions.
Assessing and prioritizing multiple tasks, projects, and demands.
Maintaining complex technical records and files.
Establishing and maintaining effective working relationships with co-workers.
Operating a personal computer utilizing a wide variety of specialized software.
Communicating effectively verbally and in writing.
LICENSE AND CERTIFICATION REQUIREMENTS
A valid Minnesota State Driver’s License may be required. Certification in planning and/or licensure as an architect may be required.

 

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed indoors and outdoors at MPS facilities; requires constant physical efforts; may be exposed to safety hazards and dangerous tools and equipment; safety precautions must be followed including the use of safety equipment; a job in this category may require walking, bending, reaching, kneeling, crouching, climbing ladders, and ability to lift and move items weighing up to 75 pounds.

 

ORGANIZATIONAL INFORMATION
Bargaining Unit:    MAAS
Grade:                    72
FLSA Status:         Exempt
Job Group:            Operations

ESL Teacher

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  • 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

Special Education Teacher 1.0 FTE

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The Stillwater Area Public School District has a long and proud tradition of high expectations, high standards and outstanding achievement.  Our schools are safe and welcoming places where students receive personal attention from adults who care about them. Every year our schools and students rank among the highest performing in the state.

Stillwater Area Public Schools are currently seeking a 1.0 FTE ASD Teacher to work at Stillwater Middle School beginning the 2023-24 school year.