East Central

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.

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.

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

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.

Regional Literacy Network Team Responsibilities

• Commitment to the Minnesota Department of Education’s (MDE) implementation of the READ Act with a focus on promoting proficiency in literacy for all students.
• Build the capacity of educators to implement evidence-based structured literacy practices under the direction of MDE in partnership with CAREI.
  • Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
  • Utilize change management strategies while supporting district lead and/or coaches to implement evidence-based literacy practices with their educators and students.
• Collaborate with the Regional Literacy Network Lead to build processes and procedures for implementing the READ Act legislation with a primary focus on the RLN Literacy Coaching of evidence-based structured literacy practices.
  • Participate in the training and coaching support of the RLN Coaching model
  • Consult with principals, instructional leaders or literacy coaches, and teaching staff in schools and districts to analyze their needs and problem-solve for practical solutions.
  • Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to participating schools and districts.
  • Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
• Support organizational equity goals and employ strategies to increase diversity, equity, and inclusion in all job responsibilities.

Minnesota Service Cooperative (MSC) Responsibilities

• Serve as a Regional Literacy Network Coach on the regional COMPASS team. Collaborate with colleagues to ensure support is provided across all areas related to literacy.
• Collect and analyze regional knowledge and capacity data to identify support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
• Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned with the READ Act.

 School Responsibilities

• Support site-level coaching in PK-12 settings for implementation of evidence-based Structured Literacy practices.
• Provide site-level support in classroom data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
• Provide site-level support in interventions and screening.
• Effectively identify the needs of assigned sites to prioritize, schedule, and organize support so that every student achieves grade-level reading proficiency every year.
• Provide appropriate literacy support to sites so there can be a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for each student.
• Other duties as assigned.

Competencies

1. Understanding of pedagogy and best practices within education
2. Understanding of adult learning principles and group facilitation
3. Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
4. Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
5. Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
6. Ability to function cooperatively and collaboratively with colleagues and educators
7. Ability to reflect on and continuously improve professional practices
8. Ability to adapt to and work with a variety of school contexts
9. Excellent organizational skills and attention to detail
10. Creative analytical and problem-solving skills
11. Effective written and verbal communication skills
12. Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
13. Ability to show initiative in resolving problems
14. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
15. Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
16. 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 experience in Pk-12 education
• Successful completion (or near completion) of one of the three approved trainings: EC LETRS, LETRS K-3, OL&LA, and/or CAREIALL
• Current teaching, administrative, or related field license (including SLP)
• Minimum five years of teaching experience
• Valid MN Driver’s License

Preferred Education and Experience

• Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
• Certified Facilitator or Trainer in one of the three approved trainings: EC LETRS, LETRS K-3, OL & LA, and/or CAREIALL

Environment & Physical Demands

This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

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

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

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

Summary/Objective: 

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

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

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

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

Statewide Mathematics Team Responsibilities:

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

Minnesota Service Cooperative Responsibilities:

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

District and School Responsibilities:

• Assist schools in identifying, operationalizing, and reaching a shared understanding of core features of evidence-based practices in curriculum, instruction, assessment, and professional development.
• Support districts in the implementation and alignment of a MnMTSS system utilizing evidence-based practices and standards-based mathematics curriculum.
• Support district and school leaders to plan for continuous improvement of Tier 1/universal  instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
• Support implementation of evidence-based mathematics practices in PK-12 settings.
• Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
• Familiarize teachers and administration with the research on effective mathematics practices and evidence-based practices.
• Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
• Other duties as assigned

Competencies:

• Proficient in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
• Thorough understanding of pedagogy and best practices within mathematics education
• Understanding of adult learning principles
• Ability to function cooperatively as a member of a team
• Ability to reflect on and continuously improve professional practices in response to coaching
• Proficiency in group facilitation
• Proficiency in addressing educational inequity in previous positions
• Ability to adapt to and work with a variety of school contexts
• Ability to create a collaborative partnership with educators
• Excellent organizational skills and attention to detail
• Creative analytical and problem-solving skills
• Effective written and verbal communication skills
• Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
• Ability to show initiative in resolving problems
• Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
• Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
• Ability to conduct oneself in a professional and customer service-based manner at all times
• Proficient in the use of office applications and online learning platforms
• Proficiency in adapting to new software and digital tools

Education and Experience: 

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

Preferred Education and Experience:

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

Environment & Physical Demands: This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

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

Other Duties: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

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

Summary/Objective:

The Equitable Access Specialist (EAS) is an MDE-funded service cooperative employee who serves as a member of a Statewide EAS Team and supports statewide and regional systems improvement to identify and dismantle barriers to high-quality instruction, foundational safe and welcoming school climate, and layered supports for specific historically and persistently marginalized students groups.

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

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

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

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

• Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on improving access, removing barriers, and building on the strengths of communities and students from a specific student group.
• Provide internal professional development to other EAS specialists and to other regional team members to build their knowledge of and ability to identify and remove barriers for students with disabilities, including knowledge of the historical and persistent failure of the education system to ensure equitable and excellent access and outcomes.
• Participate in professional learning opportunities from other EAS specialists to build your capacity to identify the need for their expertise and to use foundational training and knowledge to begin addressing the needs within the system of the other identified student groups.
• Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
  • Attending all professional learning provided for regional team members by MDE staff.
  • Participating in coaching provided by MDE staff.
  • Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.
• As requested by the state leadership team, actively participate in a state tier-one instruction, cross-functional team.

Minnesota Service Cooperative Responsibilities:

• Provide support and coaching to internal staff to build capacity for identifying systemic barriers and building on strengths to improve access to high-quality instruction and a safe and welcoming school climate for students with disabilities and other historically and persistently marginalized student groups.
• Serve as an EAS specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all areas is aligned to CRSL and MnMTSS.

District and School Responsibilities:

• Provide expertise on the history of systemic inequity in the education system for historically and persistently marginalized student groups and help make the connection between historic and current marginalization, lack of access, and inequitable student opportunities and outcomes.
• Collaborate with CRSL specialists, to provide expertise on culturally relevant leadership and instruction for students who receive special education services.
• Collaborate with the MnMTSS lead to support the evaluation of systems with the use of quantitative and qualitative data to identify inequitable outcomes and to identify and support the removal of systemic barriers and the development of appropriate changes to the system and support for students and families who receive special education services.
• Provide initial support for this work regarding other identified student groups and collaborate with and connect districts and schools to colleagues with expertise in a specific student group as needed.
• Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
• Other duties as assigned.

Competencies:

• Experience within a K-12 special education setting
• Thorough understanding of pedagogy and best practices within special education
• Understanding of adult learning principles
• Ability to function cooperatively as a member of a team
• Ability to reflect on and continuously improve professional practices in response to coaching
• Experience with group facilitation
• Experience addressing educational inequity in previous positions
• Experience with effective implementation practices and systems change
• Ability to adapt to and work with a variety of school contexts
• Ability to create a collaborative partnership with educators
• Experience with Universal Design for Learning
• Excellent organizational skills and attention to detail
• Creative analytical and problem-solving skills
• Effective written and verbal communication skills
• Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
• Ability to show initiative in resolving problems
• Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
• Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
• Ability to conduct oneself in a professional and customer service-based manner at all times
• Proficient in the use of G-Suite applications and online learning platforms
• Proficiency in adapting to new software and digital tools

Education and Experience:

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

Preferred Education and Experience:

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

Environment & Physical Demands: This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

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

Other Duties: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

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