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Minnesota Association of School Administrators

East Central

Culturally Responsive Instructional Leadership Lead

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Summary/Objective
MnMTSS is the statewide continuous improvement framework. COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education.

The Culturally Responsive Instructional Leadership (CRIL) Lead is an MDE-funded service cooperative employee who serves as a member of a Statewide CRIL Team and supports regional school leader development in the CRIL framework and instructional leadership.

The person hired as a CRIL Lead will be committed to developing school leaders in addressing historical and persistent inequities in educational opportunities and outcomes for students, especially students of color, students with disabilities, and students from low socioeconomic backgrounds, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed. The person hired for this position will also have strong instructional leadership skills and experience developing school leaders to become strong, equity-focused instructional leaders.

The CRIL Lead will have demonstrated an understanding of the CRIL framework, the MnMTSS framework, high-quality core and foundational instruction, and school climate, and the ability to coach leaders to continuously improve their districts and schools towards a more equitable and excellent system.

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

Statewide CRIL Lead Team Responsibilities:
•     Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on the CRIL framework quadrants:

  • Critically Self-Reflects on Leadership Behaviors
  • Develops Culturally Responsive Teachers
  • Promotes Culturally Responsive/Inclusive School Environment
  • Engages Students, Parents, and Indigenous Contexts

•     Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources for developing district and school leaders to be instructional leaders focused on ensuring access to high-quality tier one instruction and layers of support for all students, and a foundational safe and welcoming school climate and layered supports for all students within the MnMTSS framework.

•      Provide internal professional development to other statewide regional teams in the areas of culturally responsive leadership and systems for high-quality instruction and school climate.

•      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 implementing practices aligned to CRIL.

•      Serve as a CRIL specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all content areas is aligned to CRIL and MnMTSS.

District and School Responsibilities:

•      Provide professional learning and coaching opportunities to:

  • Support district and school leaders’ development within the CRIL Framework.
  • Support district and school leaders’ development as instructional leaders with a specific focus on ensuring access to high-quality tier-one instruction and layers of support for all students, especially students from historically and persistently marginalized student groups.
  • 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.
  • Support district and school leaders to plan for continuous improvement of Tier 1 instruction through engagement with COMPASS support, such as regional content leads and professional development in Learning Acceleration (Atlas).
  • Familiarize district and school leaders with the research on CRIL

•      Other duties as assigned.

Competencies

  • Experience within a K-12 education setting
  • 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
  • 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 education, school psychology, or a related field

•        Minimum of five (5) years of experience in a PreK-12 School System, with at least three (3) years in a school or district leadership position

•        Valid MN Driver’s License

Preferred Education and Experience
•        Master’s degree in a related education field (school administration, curriculum and instruction, special education, etc.)

•        Significant experience (5-7) years in school leadership or a combination of school and district leadership.

•        Current teaching or administrative license

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 (range $115,000 – $119,000) and benefits, including TRA and a flexible work environment.

Regional Literacy Coach

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Summary/Objective

A Regional Literacy Network Coach is an MDE-funded service cooperative employee who serves as a member of the Statewide Regional Literacy Network and provides support for regional implementation of the READ Act. The Regional Literacy Network coach will support READ Act implementation and continuous improvement process at the regional level through coaching and facilitation of professional learning.

MDE, in partnership with the MSC, provides a unified, statewide support system through the Regional Literacy Network (RLN) that strengthens the ability and capacity of district leaders to guide, implement, and sustain effective literacy instruction to meet the READ Act goal that all students in every grade reach grade-level or above literacy proficiency.

The person hired as a Regional Literacy Coach will be committed to addressing historical and persistent inequities in opportunities and outcomes for students of color and students with disabilities, will be responsible for strengthening educator capacity to deliver evidence-based literacy practices in Tier 1 (core) instruction through the Regional Literacy Network (RLN) Coaching Model to move all students toward literacy grade level proficiency, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed.

Essential Functions

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

Core responsibilities of the RLN Coach include:

  • Collaborate with MDE and the RLN literacy lead to support standardized implementation at the regional level
  • Provide access to state-approved training through coordinated facilitation and coaching of approved professional development courses
  • Support districts in the development and review of their Local Literacy Plan
  • Support Universal and Dyslexia screening administration and data interpretation
  • Provide coaching and consultation to district literacy leadership, including the DLL, for planning, implementation, and evaluation of the READ Act.

Regional Literacy Network Responsibilities

  • Collaborate with MDE and the RLN Lead to coach and support regional implementation of statewide literacy initiatives, including the MN READ Act, ensuring consistent access, coherence, and alignment for districts and charter schools.
  • Support and maintain strong, collegial partnerships with MDE staff, Regional Literacy Network (RLN) members, and regional COMPASS teams to support a unified approach to literacy improvement.
  • In collaboration with the Regional Literacy Network Lead, support implementation of the READ Act legislation with a primary focus on building the capacity of districts to implement evidence-based, structured literacy practices.
    • Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to regional districts and charter schools.
    • Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
  • Deliver high-quality professional learning (e.g., in-person, synchronous, and asynchronous sessions), inclusive of the READ Act Paraprofessional Structured Literacy Training (PSLT) for paraprofessionals, train-the-trainers, and volunteers providing literacy support.

Minnesota Service Cooperative (MSC) Responsibilities

  • Serve as a Regional Literacy Network Coach on the regional COMPASS team.
  • Collaborate with colleagues to identify needs, share best practices, and ensure equitable access to literacy resources and support for all districts and charters in the region.
  • Collaborate with RLN Leads to collect and analyze regional knowledge and capacity data to identify the support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
  • With direction from the RLN Lead, work as a contributing member of a designated professional learning design team.
  • Follow Service Cooperative policies and procedures.

District and School Responsibilities

  • Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
  • Provide coaching and support to Local Certified Facilitators (LCF).
  • Enhance district capacity to implement evidence-based Structured Literacy practices in connection to the revised English Language Arts Standards in PK-12 settings.
  • Provide guidance on selecting and effectively using evidence-based literacy curricula, interventions, and instructional materials, ensuring alignment with the revised English Language Arts Standards.
  • Support literacy implementation coaching in PK-12 settings for implementation of evidence-based structured literacy practices in connection to the revised English Language Arts Standards.
  • Provide district-wide support in literacy data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
  • Accurately assess the needs of assigned sites to prioritize, schedule, and provide support.
  • Support districts in the development of family engagement strategies, including communication for students not reading at grade level and home-based literacy supports.
  • Provide literacy support to districts and charter schools to implement the local literacy plan (LLP).
  • Other duties as assigned.

Competencies

  • Understanding of pedagogy and best practices within education
  • Understanding of adult learning principles and group facilitation
  • Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
  • Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
  • Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
  • Ability to function cooperatively and collaboratively with colleagues and educators
  • Ability to reflect on and continuously improve professional practices
  • 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 conduct oneself in a professional and customer service-based manner at all times
  • Proficient in the use of office applications and online learning platforms

Education and Experience

  • Bachelor’s degree in education, school psychology, or a related field
  • At least 5-7 years of experience in PK-12 education; preference to those with a secondary (9-12 grades) experience
  • Successful completion (or near completion) of one of the MDE READ Act-approved trainings
  • Current teaching, administrative, or related field license
  • Minimum five years of teaching experience
  • Valid MN Driver’s License

Preferred Education and Experience

  • Master’s degree in a related education field (school administration, curriculum and instruction, special education, etc.)
  • Certified Facilitator or Trainer in one of the MDE READ Act-approved trainings

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 an 11-month position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical workday, travel to the Minnesota Department of Education, and travel 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 (range $88,000-$92,000) and benefits, including TRA and a flexible work environment.

Hinckley-Finlayson Public Schools – Social Worker

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Beginning with the 2026-2027 School Year, Hinckley-Finlayson Public Schools is looking to hire a full-time Social Worker to work for our schools.

Position is a 1.0 FTE (benefit eligible).

Major Responsibilities:

Performs difficult professional work appraising and meeting sociological needs of individual students; supporting and assisting families, providers and school staff in this area; coordinating attendance and other student services, and related work as apparent or assigned.

Qualifications:

Minnesota Department of Education license in Social Work.
Board of Social Work Social Worker license.
Must have the ability to maintain licensure through the Board of Social Work.
Experience working in a multi-cultural setting and with diverse groups of people preferred.
Qualification Requirements

To perform this job successfully, an individual must be able to perform each essential function satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions

Screens and accepts referrals for social work services; contacts staff, parents or teachers with educational or behavioral concerns.
Conducts social service assessments; interviews clients and client groups; plans treatment and service strategies and activities; develops and presents lesson plans for individual counseling sessions.
Conducts individual or group counseling sessions to students to assist them in meeting their educational and personal goals and needs.
Creates and maintains various records, files and spreadsheets both electronic and paper; maintains accurate record of progress notes and correspondence.
Provides referrals to outside services to help clients and students to meet their needs and goals; serves as a liaison between client and various service providers.
Monitors and reports potential legal issues brought up during counseling sessions or observation including abuse, neglect or truancy.
Responds to crisis situations and presents as a group resource; provides best practice models.
Facilitates student assistance teams.
Facilitates communication between staff, client, third party resources to inform of client needs; advocates for client rights.
Knowledge, Skills and Abilities

Thorough knowledge of social, economic and health problems; general knowledge of social institutions and the methods of the helping process; thorough knowledge of individual and group behavior; thorough knowledge of the policies, procedures, methods and techniques used for assessing sociological needs of individual students; thorough knowledge of federal and state mandates and local procedures and regulations relating to social and community support programs;  general knowledge of standard computer equipment and applicable hardware and software; comprehensive skill communicating both orally and in writing; ability to effectively communicate with students, parents, teachers and administrators; ability to plan and organize work and to understand and interpret laws, policies and regulations; ability to identify social problems and needs to assess the ability of individuals and families to utilize services in problem-solving; ability to work with and through other school personnel, parents and community agencies; ability to prepare reports and maintain records; ability to establish and maintain effective working relationships with clients, associates, other professional and technical staff, social agencies and the general public.

Education and Experience

Bachelor’s degree in social work, or related field, or equivalent combination of education and experience. The Position requires an active social work license.

This posting will close at 3:30pm on May 25th, 2026.

 

Application materials will consist of a cover letter, resume, license, transcripts and 3 letters of recommendations.  Application materials can be emailed to Julie Nelson, HR, at [email protected].  Only electronic submissions will be accepted.

Please see Master Agreement for salary and contract information.

 

Pine County Transitions Program – SPED Teacher

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The Pine County Transition Program is dedicated to supporting students with special needs as they transition from high school to adulthood. Located in Hinckley, Minnesota, our program provides a supportive and inclusive environment where students can develop essential life skills and pursue their career goals.

Job Description:

We are seeking a passionate and dedicated Special Education Teacher (1.0 FTE) to join our team starting for the 2026-2027 school year. The ideal candidate will have experience working with students with diverse learning needs and will be committed to providing personalized instruction to support each student’s individual growth and development.

Responsibilities:

Develop and implement individualized education plans (IEPs) for students with special needs
Provide direct instruction and support to students in both academic and life skills areas
Collaborate with other teachers, support staff, and parents to create a positive and inclusive learning environment
Monitor student progress and adjust teaching strategies as needed to ensure student success
Participate in IEP meetings, team meetings, and professional development opportunities
Qualifications:

Bachelor’s degree in Special Education or a related field
Valid special education teaching license from the state of Minnesota or willingness to obtain
Experience working with students with disabilities, preferably in a transition program or similar setting
Strong communication and interpersonal skills
Ability to work effectively as part of a team
Benefits:

Competitive salary commensurate with experience
Comprehensive benefits package, including health insurance and retirement options
Professional development opportunities to support continued growth and learning
Supportive and collaborative work environment
To Apply:

The posting is open until filled.

Please see the Master Agreement for salary and contract information.

Application material includes a cover letter, a resume, transcripts, license and 3 letters of recommendation.  Only electronic applications will be accepted.  Please send application materials to Julie Nelson, HR, at [email protected].

Join our team at the Pine County Transition Program and make a difference in the lives of students with special needs as they prepare for their future!

K-12 Principal

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Serving the Forest Lake and surrounding areas since 1999, North Lakes Academy provides a personalized learning environment designed to meet a wide variety of academic needs. With strong core subjects and a full complement of liberal arts courses, NLA provides quality learning in a responsive learning atmosphere. Currently, we are consolidating to one campus that will serve approximately 400 students K-12.  We’re a safe and caring community, connecting learning with the environment, and building curiosity and confidence from day one. We say at NLA who you BECOME is as important as what you ACHIEVE.

5th Grade Teacher-North Lakes Academy

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ABOUT NORTH LAKES ACADEMY:
North Lakes Academy (NLA) is a K–12 charter school located in Forest Lake, Minnesota, approximately 25 miles north of the Twin Cities metropolitan area. NLA serves about 425 students across an elementary campus (grades K–6) and a secondary campus (grades 7–12).

At all grade levels, NLA embraces small class sizes, personalized learning, and a diverse liberal arts education while fostering emotional intelligence and strong relationships between students, families, and staff.

JOB DESCRIPTION:
North Lakes Academy is seeking a qualified 5th Grade Teacher for the 2026–2027 school year. This position is responsible for creating a positive, engaging, and supportive classroom environment that promotes academic growth and student success.

The ideal candidate is passionate about elementary education and committed to delivering high-quality instruction aligned with state and district standards while supporting the whole child.

KEY RESPONSIBILITIES:
Plan, prepare, and deliver engaging lessons aligned with district and state standards
Use hands-on activities, group work, and multimedia tools to enhance learning
Provide differentiated instruction to meet the needs of diverse learners
Establish a positive, respectful, and structured classroom environment
Address behavioral concerns using fair, constructive, and restorative practices
Assess student progress using formal and informal assessments
Provide regular feedback to students and families
Collaborate with staff and participate in meetings and professional development
Attend school events, field trips, and supervise students as needed

QUALIFICATIONS:
Bachelor’s degree in Elementary Education or related field
Valid Minnesota teaching license
Strong understanding of child development and instructional best practices
Excellent communication and organizational skills
Previous elementary teaching experience preferred
Commitment to inclusive, student-centered learning

APPLY ONLINE:
https://nla.revtrak.net/licensed-application-form-

Please verify that this position is still open by checking the website listing. The position will remain open until filled.

LEARN MORE:
NLA website: http://www.northlakesacademy.org
Facebook: https://www.facebook.com/nlacharterk12
Instagram: https://www.instagram.com/nlacharterk12/

North Lakes Academy, where who you BECOME is as important as what you ACHIEVE.