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Minnesota Association of School Administrators

East Central

Work Based-Learning Coordinator *Up to $5,000 Hiring Incentive*

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Meeker & Wright Special Education Cooperative #0938
Date Posted: April 25, 2024
Position Title: Work Based Learning Coordinator
Assignment Location: STEP Program in Howard Lake, MN
Hours per Day: 8
Schedule: 182 day contract per school calendar
Anticipated Start Date: Fall 2024
Salary: Placement per the EdMN MAWSECO Master Agreement, based on education and experience PLUS up to $5,000 Hiring Incentive

Position Overview:
Candidate would case manage and teach approximately 10-12 students in a 18-21 year old transition disabled program located in Howard Lake.

About STEP:
STEP (Student Transitioning in Educational Programming) is an educational program for young adults ages 18-21 with special needs. It is a community-based special education program emphasizing work experience and independent living skills. The 18-21 year old program services students who have completed high school requirements but are in need of extended schooling in two of the transition areas listed: Independent Living; Employment; Post Secondary Education and Training. The program was designed to meet these needs in the least restrictive, age appropriate environment.

About MAWSECO
MAWSECO is an agency of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services, and support to its seven-member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

School Psychologist

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School Psychologist
**$5,000 signing bonus provided**

Position Location: This position serves students birth through grade 12 in the Rush City Public Schools who attend Jacobson Elementary and Rush City High School

Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment?
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Provide behavior consultation services to general education and special education staff
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • Other Duties
    • Perform other duties as assigned

School Psychologist

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School Psychologist
**$5,000 signing bonus provided**

Position Location: Pine City High School (grades 7-12)

Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment?
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Provide behavior consultation services to general education and special education staff
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • Other Duties
    • Perform other duties as assigned

Program Administrator

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Date Posted: April 19, 2024
Position Title: Program Administrator
Assignment Location: Village Ranch Alternative Program, Cokato, MN
Hours per Day: 8
Schedule: 215 day contract per school calendar
Anticipated Start Date: July 1, 2024
Salary: Commensurate with education and experience

POSITION OVERVIEW:
Under the direction of the Assistant Director of Care and Treatment Programs, the Program Administrator is responsible for providing leadership to school staff and effective management to ensure the overall success and growth of the students who attend Village Ranch Alternative Program.

Essential Functions

  • Plans, organizes, directs and controls the operations and activities at a Village Ranch Alternative Program
  • Creates equitable school culture and climate for students and staff;
  • Coordinates all educational services provided by the facility or program;
  • Supervises staff in the program;
  • Evaluates staff performance;
  • Allocates resources within the educational program in order to maximize efficiency and effectiveness of service;
  • Ensures that the educational program is in compliance with Federal and State regulations and district policies and procedures;
  • Organizes staff schedules and school calendar to meet State and District guidelines and program needs;
  • Recommends policies and procedures that are consistent with the goals and objectives of the District and
  • Federal and State mandates;
  • Provides consultation to staff in curriculum development and program planning;
  • Evaluates the effectiveness and efficiency of existing educational programs;
  • Revises educational programs and plans, develops, and implements new programs;
  • Directs the maintenance of educational records;
  • Prepares written and oral reports;
  • Assists in the preparation and administration of allocated budget;
  • May direct the recruitment, screening and selection of professional staff.
  • Foster a culture of innovation and facilitate action on innovative ideas in order to achieve our mission.
  • Lead staff meetings
  • Work with Curriculum and Instructional Specialist related to instruction provided by teachers
  • Collaborate with teaching and learning related to evidence based instruction
  • Complete evaluations for staff each year
  • Engage in classroom walkthroughs and provide feedback
  • Meet with staff to discuss reflections
  • Work with administrative support to adjust staffing allocations as needed
  • Complete written reports and create/deliver professional development to staff
  • Attend staffings and meetings with Village Ranch Staff

High School Principal

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East Central School District is seeking applicants for a full-time High School Principal (Grades 7-12) for the 2024-25 school year and beyond. Position also includes oversight of the Alternative Learning Center housed on the high school campus.

Provide educational leadership and management oversight, including educational programming, curriculum, instruction, staff evaluation, and safety protocols. Position works closely with the Superintendent, Dean of Students, Elementary Principal and Activities Director to carry out the mission and vision of East Central Public Schools.

Minnesota Multi-Tiered Systems of Support (MnMTSS) Regional Specialist

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Summary/Objective

The Minnesota Multi-Tiered Systems of Support (MnMTSS) Regional Specialist is an MDE-funded service cooperative employee who serves as a member of a Statewide MnMTSS Team and provides support for regional implementation of the MnMTSS framework.

To ensure consistent and sustained MnMTSS, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, CAREI, and MSC to build the capacity within districts to manage and sustain local MnMTSS with fidelity, resulting in improved district practices, ultimately creating positive learner developmental, academic, behavioral, social-emotional experiences and outcomes.

The MnMTSS Regional Specialist will commit to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and 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 the essential functions.

Statewide Team Responsibilities   

  • Provide technical assistance to regional school districts and charter schools in implementing MnMTSS through consistent statewide technical assistance strategies. This includes:
    • Data Analysis/Needs Assessment: Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
    • Training: Collaboration with MDE and CAREI staff in developing and delivering in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Deliver state-approved professional learning with fidelity.
    • Coaching: Provide on-site evidence-based coaching for district and school leaders and teams in the region to implement yearly MnMTSS action plans.
    • Brokering of Resources: Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.
  • Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
    • Attending all professional learning provided for Regional Specialists by MDE and CAREI staff to understand and be able to accurately message the structures of MnMTSS, to be trained in MDE MnMTSS Cohort Training materials, and to be able to deliver consistent training to districts, and to learn updates and connections to other COMPASS content areas (literacy, math, school climate, SEL, etc..) and MDE initiatives.
    • Participating in coaching provided by MDE and CAREI staff to improve training delivery, improve TA strategies, learn new protocols, deepen the ability to build relationships with clients, learn to use and coach any MTSS self-assessments or capacity assessments, facilitate district leadership team goal setting and action planning for implementing system processes and practices that address their inequities.
    • Participating in communities of practice with cross-regional colleagues to be able to stay consistent in the delivery of support to districts, to practice identifying districts’ needs and what may be adaptable to their local context, and to build each other’s knowledge and skills in new and upcoming research.
    • Participating in the coach-of-coach model, including observations, to improve capacity and skills in providing direct support to the district.
  • Collect and review statewide service data to identify what works well for whom under what circumstances. Identify areas of need and identify areas for shoring up consistency in delivery and support. Identify root causes, practice problem-solving, identify possible solutions, and develop an adjusted service delivery plan that includes gathering new data, studying and analyzing that data, prioritization, and action planning.
  • Collaborate with regional team members to develop and execute a support plan that strengthens and furthers regional implementation. Use continuous improvement principles to understand the impact of internal practices, and supports provided, and to determine the next steps.
  • Consistently message and explain MnMTSS service delivery model and support to all entities that interact with it. Clarify for districts and others Minnesota’s service delivery pathway for support and what each entity’s role is within that statewide service delivery model.
  • As requested by the state leadership team, actively participate in a state tier-one instruction cross-functional team.
  • Collect and track individual work time, effort, focus, strategies used, etc., to support the statewide reflection on content training needs, skill-building needs, consistency in delivery across team members, etc.

Minnesota Service Cooperative Responsibilities

  • Serve as an MnMTSS specialist on the regional COMPASS team. Collaborate with colleagues to ensure 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 practices within the MnMTSS framework.
  • Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned to MnMTSS.

District and School Responsibilities

  • As a regional specialist, collect, analyze, and use data (student, program, and implementation level data) to problem-solve needs and priorities within the region.
  • Support district and school leaders in developing an effective infrastructure for implementing the  MnMTSS as a continuous improvement framework.
  • Facilitate the development of linked teams in districts and schools. Coach and support teams in effective teaming structures and the use of data-based decision-making processes at all system levels.
  • Initiate and facilitate discussions with district (and school) leadership teams about the existing inequities their current system creates and maintains.
  • Collaboratively facilitate district (and school team) goal setting and action planning for implementing system processes and practices that address inequities.
  • Support district and school leadership teams in data collection and analysis to ensure data is being used effectively at all levels of the system, from district to classroom) to inform instruction that supports student growth and achievement across all Tiers.
  • 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 district and school leaders in planning to develop and continuously improve Tier 2 and Tier 3 academic and behavior interventions, in addition to Tier 1 instruction.
  • Through the engagement with COMPASS staff (MDE and other regional content specialists), engage district and school leaders in integrating Comprehensive Mental Health, School Climate, SEL, Culturally Responsive Pedagogy, support for Multilingual learners, and Family and Community Engagement within their district-wide MnMTSS implementation
  • Familiarize teachers and administration with the research on multi-tiered systems of support.
  • Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
  • 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.

Competencies

  1. District experience implementing a framework for equitable MTSS within a K-12 education setting.
  2. Experience coaching MTSS teams to change adult practices (versus individual contributors)
  3. Demonstrated commitment to examine data to self-reflect on own actions and impact to continuously improve own practices
  4. Experience guiding teams to make data-based decisions for continuous improvement including guiding universal screening, progress monitoring, and diagnostic assessments.
  5. Experience building the capacity of teams to independently develop and prioritize goals and create and carry out action plans to meet improvement goals.
  6. Experience in identifying, implementing, and evaluating evidence-based practices in education.
  7. Understanding and applying adult learning principles in professional learning.
  8. Ability to function cooperatively as a member of a team and collaboratively engage with a wide range of staff to develop and promote trusting partnerships.
  9. Ability to reflect on and continuously improve professional practices in response to coaching
  10. Experience addressing educational inequity in previous positions. Ability to recognize and disrupt dominant narratives and the marginalization they perpetuate.
  11. Experience with effective implementation practices and systems change
  12. Experience with Universal Design for Learning
  13. Excellent organizational skills and attention to detail
  14. Creative analytical and problem-solving skills;  show initiative in resolving problems
  15. Effective written and verbal communication skills
  16. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives; effective and efficient at prioritizing work plans and activities- a self-starter
  17. Adaptable and flexible with competing demands and shifting priorities
  18. Proficient in the use of G-Suite applications and online learning platforms. Ability to adapt to new software and digital tools

Education and Experience
Bachelor’s degree in education or related field (e.g. school psychology, social work)

  • At least five (5) years experience in PreK-12 education with at least two (2) years in a school or district leadership position
  • Valid MN Driver’s License

Preferred Education and Experience

  • Significant (5-7 years) experience in school and/or district leadership
  • Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.)
  • Current school or district 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 typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region.

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.