The Teacher develops material and lesson plans, conducts classroom instruction and evaluates and assess student performance. The incumbent meets with parents, interprets student progress, and informs parents/guardians about student strengths, weaknesses, and progress.
East Central
Principal Middle/High School – Alternative Learning Center
Under the direction of the Assistant Superintendent, the principal is responsible for providing strategic direction, leadership, and effective management to ensure the overall success and growth of the Ivan Sand Community Middle and High School, an alternative learning center serving approximately 120 students in grades 6-12. The principal will collaborate with staff, students, parents, and the community to create a positive and inclusive learning environment that fosters academic excellence, personal growth, and social development.
Director of Special Services (8 hours per day; 12 months per year)
Under the direction of the Assistant Superintendent of Educational Services, the Director of Special Services is responsible for the administration and supervision of special education and health services in accordance with state and federal laws, regulations, and guidelines. Tasked with shaping a compelling vision aligned with the District’s strategic plan, they lead program development and service coordination to ensure the efficient and effective delivery of specialized services, addressing the diverse needs of all students.
School Psychologist
School Psychologist
**$5,000 signing bonus provided**
Position Location: Hinckley-Finlayson High School (grades 7-12), Pine County Transition Program (18-21-year-old program)
Site Description
This position primarily serves Hinckley-Finlayson High School (HFHS) (approximately 441 students), with support also provided to the Pine County Transition Program (approximately 15 students), which is also located within the HFHS building. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.
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
School Psychologist
**$5,000 signing bonus provided**
Position Location: Hinckley Elementary School (0.9 FTE; Pre-k through Grade 6) and Finlayson Elementary School (0.1 FTE; Pre-k through Grade 6)
Site Description
This position primarily serves Hinckley Elementary School (approximately 470 students), with support also provided to Finlayson Elementary School (approximately 55 students). Travel between sites is only needed on a limited frequency. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.
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
English Language Learner Teacher
English Language Learner Teacher
Position Purpose:
The English Language Learner (ELL) Teacher position identifies, screens, and assesses English Learners (ELs) to determine initial placement as well as ongoing learning needs. This position coordinates service delivery within a continuum of support and provides school staff with consultation and collaboration to better serve the unique needs of ELs. The ELL Teacher communicates with parents, arranges for interpretation and translation services, and advocates for ELs. The ultimate goal of the ELL service is to increase ELs success in their mainstream classrooms.
Essential Duties:
- Identification, Screening, and Evaluation
- Coordinate with district registrars to identify potential ELs via the Home Language Questionnaire
- Organize and administer WIDA ACCESS screening for initial placement
- Organize and administer annual WIDA ACCESS test; coordinate with District Assessment Coordinators (DACs) and technology contacts in each district to develop schedule of testing across districts
- Complete annual WIDA ACCESS test administration training and provide certificate of completion to each DAC
- Request early WIDA ACCESS scores from DACs in May to make exit decisions
- Provide classroom teachers and parents copies of individual student reports for WIDA ACCESS tests
- Coordination of Service Delivery
- Communicate with classroom and content teachers and determine appropriate times for service delivery
- Coordinate interpreters and translations for school to home communications and conferences
- Introduce students to regional career opportunities and cultural resources through an annual arts culture, and career-building field trip
- Provide services across a continuum of supports in a variety of settings
- Ensure that classroom and content teachers have the opportunity to improve teaching skills through participation in collaborative planning and ELL professional learning opportunities
- Develop and maintain an ELL professional lending library of print and multimedia resources
- Curriculum and Instruction
- Ensure educational equity and access for English Learners (ELs) through high-quality, evidence-based language instruction
- Develop standards-based curricula, particularly selecting lessons that match needs and interests of the students
- Provide direct instruction to ELs in reading, writing, listening, and speaking
- Plan literacy-based lessons that support vocabulary development, according to each EL’s needs and interests
- Prepare instructional plans based on individual student need along a continuum of supports (e.g., push-in, pull-out)
- Create a Language Instruction Educational Program (LIEP) Plan for each EL student being served
- Consultation and Collaboration
- Meet with teachers of ELs to present assessment results, provide recommendations for classroom instruction, accommodations and/or modifications, develop a plan for service delivery, and share LIEP plans
- Consult on ELs who are not making adequate progress within the mainstream classroom
- Advocate on behalf of ELs with administrators and teachers regarding cultural needs, curriculum and instruction, and social/emotional aspects for students learning in their second language and culture
- Professional Learning
- Engage in study of another language to gain first-hand experience with language acquisition
- Participate in professional learning opportunities (e.g., Minnesota Department of Education (MDE), Minnesota Teachers of English as a Second Language (MNTESOL), Minnesota Council on the Teaching of Languages and Cultures (MCTLC), The Center for Advanced Research on Language Acquisition (CARLA))
- Facilitate professional learning using effective adult learning strategies on a variety of EL-related topics for classroom and content teachers
- Meet twice yearly with English as a Second Language (ESL), American Sign Language (ASL), and World language teachers and provide professional learning in second language acquisition
- Other Duties as Assigned
- Perform other duties as assigned