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Minnesota Association of School Administrators

East Central

COMPASS Regional Mathematics Lead

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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.

Equitable Access Specialist: Special Education

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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.

School Psychologist

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School Psychologist

Position Location: TRIO Wolf Creek (virtual, in-person or hybrid) for 4-5 hours/week

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

Director of Human Resources (8 hours per day; 12 months per year)

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Under the direction of the Executive Director of Human Resources, the Director of Human Resources assumes responsibility for various personnel functions and/or employee groups in the areas of recruitment, selection, compensation, performance management administration, compliance reporting, staff development, employee relations, labor relations, or other human resource programs initiatives as delegated by the Executive Director of Human Resources.  The Director of Human Resources is expected to provide broad program oversight and administration in assigned areas, including management advice and assistance to district administrators in matters pertaining to Human Resources.

Executive Director of E-12 Education Services

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POSITION:    Executive Director of E-12 Education Services

LOCATION:   District Administrative Office

TYPE OF POSITION:  Exempt Individual Executive Contract – 230 Days
Competitive salary commensurate with education and experience

QUALIFICATIONS:
RequiredMaster’s Degree in educational leadership or related field
Licensed as Director of Special Education
Five or more years of experience as an educational leader in a medium or large organization
Five or more years of administrative and supervisory experience
Skilled in leadership core competencies including: strategic leadership, collaboration, judgment; communication, planning and execution, knowledge; initiative; adaptability; and self-management

PreferredMinnesota School Administrative License
Doctorate in educational leadership or related field

Other Qualifications:Ability to effectively engage and support a diverse community of students, staff, family and community members in alignment with the district’s mission with demonstrated sensitivity and awareness regarding issues of race and culture
Excellent written and oral communication skills including experience with effective presentations to large groups
Strong relationship skills including coaching and consulting skills, the ability to effectively manage conflict, and the ability to lead and develop high functioning teams
Commitment to excellence and accountability in meeting the goals of the school district
Acts in accordance with professional ethics, state and federal laws and regulations, and district policies and procedures

Position Summary:
The Executive Director of E-12 Education Services is responsible to set vision, provide leadership and ensure continuous improvement for the departments of special education, student services and multilingual student services. As a member of the Superintendent’s executive leadership team and cabinet, the Executive Director is responsible to support the overall leadership of the district and to oversee essential departmental functions including: alignment of work with the district’s mission and strategic plan, recruitment and staffing, program development, due process and compliance.

Essential Functions:
Core Leadership CompetenciesStrategic Leadership: Develop and communicate vision for area of responsibility; align function with the mission and core values of the organization; champion change and innovation; work with teams to set shared goals and standards for their work, examine data regarding effectiveness, and take action to meet standards
Collaboration: Foster cooperation across departmental boundaries; make and keep rigorous promises; establish and maintain effective relationships; communicate a vision for success, engage stakeholders and motivate others to take action for shared purposes
Judgment: Analyze issues and seek multiple perspectives before making decisions; use sound judgment considering immediate and long-term impact of decisions, and apply systems thinking; engage in decisive and responsive decision-making and consultative support to management partners
Communication: Foster two-way, open communication; listen and respond with empathy; communicate effectively verbally and in writing; apply meeting protocol; produce thorough and accurate reports; communicate effectively in public presentations
Planning and Execution: Focus organization on high priority objectives; foster alignment; establish specific measurable objectives; manage and improve processes; practice effective project management to achieve goals; hold staff accountable
Business Knowledge: Apply technical/functional expertise; provide thorough analysis; understand and manage technology and other resources for maximum impact on productivity; identify trends or challenges in the areas of responsibility and review and interpret data to recommend and/or deploy strategies to initiate system change and make district wide improvements in educational or administrative practices
Self-Management: Inspire trust; demonstrate adaptability and flexibility; practice good boundaries and confidentiality when required; engage in growth and self-development
Motivation and Courage: Drive for results; take a stand for the organization; take responsibility; press back against obstacles and patterns that impede progress
Cultural Competence: Work intentionally with an equity lens in analyzing the impact of race, culture, gender socioeconomic status and other protected class considerations in all aspects of the organization; model cultural sensitivity and responsiveness and lead district and department work to support equitable access and achievement for all students and respect, inclusion and fairness for employees
Executive Level Leadership
·      Communicate with local, state and federal governmental agencies on matters that pertain to school operations
·      Build relationships and leverage partnerships with community organizations that will benefit district stakeholders
·      Represent the school district in a positive and professional manner at various district and community functions, at state and local organizations, and as a liaison to various partners
·      Work directly with parents/guardians, community partners and other stakeholders to address interests and resolve concerns
·      Provide leadership and support to principals, directors, supervisors, and coordinators to establish and communicate district processes, practices, policies and proceduresMeet with school board members, attend all school board meetings and work sessions, prepare information for the superintendent and board, and make school board presentations pertaining to areas of responsibility
·      Develop, revise, recommend and/or communicate school board policy and administrative procedures pertaining to areas of responsibilityEnsure continuous improvement by analyzing data, setting performance goals, monitoring standards for performance, aligning resources and prioritizing activities to achieve maximum results
·      Stay current with local, state and federal legislation in areas of responsibility and analyze local impact for communication to superintendent and staff
·      Model and require effective and efficient use of district resources and ethical conduct and practice as a public employee and in one’s area of licensure or certification

Program Planning
·      Plan and administer E-12 Student Services and Education Programs including Special Education Services, Multilingual Student Services, Early Intervention, District Health and Nursing Services, Mental Health Related Services, Homebound Tutoring and other programs and time limited initiatives as directed by the superintendent and for providing leadership in assigned areas of student services that support the mission beliefs and strategic plan of the school district
·      Develop and provide effective staff development and training for teaching staff and support staff within the district to support best practices in instruction and high quality support services for all students
·      Direct the development of the strategic plan for E-12 Student Services, including the continuous improvement and monitoring process, and monitor progress reports. Direct the short and long range planning for the department by providing leadership in the development of and implementation and/or modification of long and short-term goals
·      Make recommendations to the Superintendent, the Cabinet and Board of Education regarding E-12 Student Service programs and related Board policies and procedures.  Directs the development and/or revision of the district’s policies and procedures related to E-12 Student Services
·      Collaborate in the leadership and implementation of the district strategic roadmap, particularly in the areas of needs assessment, student services, staff development, and evaluation
·      Serve as liaison to other community agencies and organizations, including non-public schools and the Minnesota Department of Education on all matters relating to E-12 Student Services
·      Advise the Superintendent in the planning and administration of the E-12 Student Services program
·      Represent the Special Education, Student Services and Multilingual Student Services Departments on appropriate district, regional and state committees

Program Management
·      Direct the completion of periodic reports to the Board of Education, Department of Education, and other governmental agencies as required (e.g., EDRS, UFARS, STARS)
·      Interpret federal and state legislative requirements which impact E-12 Student Services to the Board of Education and the community as directed by the superintendent.  Remain current with and respond to legislative issues that impact delivery of services to all students
·      Act as administrative liaison for the district in overseeing the implementation of Section 504 Rules and Regulations
·      Respond to formal/informal complaints made by parents/guardians.  This may include providing leadership in conciliation or mediation sessions.  It may also include formally responding to complaints filed with the Minnesota Department of Education
·      Monitor the placements and tuition billings of school districts providing services to District 742 pupils placed out of the district
·      Direct the tuition billing process for non-resident students receiving services in district special education programs
·      Direct third party billing for students receiving billable services in special education programs
·      Direct the implementation of the integrated service delivery model in E-12 Student Services programs and instruction to appropriately reflect the core curriculum and align with Minnesota Academic Standards
·      Ensure that necessary accommodations and alternate assessments for statewide assessment are provided for students with disabilities

Program Evaluation
·      Direct and coordinate accountability activities related to the District Strategic Plan related to Special Education, Student Services and Multilingual Student Services.
·      Assure the district is in compliance with all state and federal rules relating to E-12 Student Services programs
·      Direct the development and implementation of the Total Special Education System (TSES) process, with an emphasis on Interagency Agreements, Special Education Advisory Committee, and Data Privacy, to ensure district compliance with all procedural requirements

Staff Development/Management/Evaluation
·      Direct the development and implementation of the E-12 Student Services staff development plan in accordance with state and federal requirements, school board goals, district mission, district initiatives, needs assessments, and external reviews
·      Determine the allocation of E-12 Student Services resources district-wide
·      Direct the recruitment, screening, interviewing, selection and assignment of E-12 Services staff
·      Provide supervision, and direction in the delivery of student services including Special Education, Early Intervention, District Health and Nursing Services, Mental Health Related Services, and other grant programs as directed by the superintendent
·      Supervise E-12 leadership personnel, including directors, supervisors, coordinators and other district-wide leadership positions
·      In collaboration with Human Resources and School Principals, supervise certified and non-certified personnel, perform observations and evaluation of performance, discipline, assign work, and interpret negotiated agreements, district policies, building rules, employment practices, as well state and federal regulations
·      In collaboration with Human Resources and School Principals, forecast staff needs and determine assignments utilizing workload formulas and analyses, as well as recruiting, interviewing and recommending for hire certified and non-certified personnel
·      Direct and oversee district office E-12 Services support staff activities in the areas of compliance, research, finance, personnel, purchasing, data collection and dissemination, student records, third party billing, information systems and reporting, and the provision of technical assistance to other Student Services staff

Resource and Budget Management
·      Direct the preparation and administration of annual budgets for E-12 Student Service programs.
·      Allocate materials, staff, and other resources to provide supplemental instruction, progress monitoring and support which enables students with disabilities to access and make progress in the core curriculum

Parent and Community Relations
·      Promotes a highly positive image of the district in the community and state.  Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interests of students
·      Promotes parent and community involvement to actively support the work of the school through committee participation, written communications, meetings and other public relations strategies

Other Duties as Assigned

All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.

It is the prerogative of the District to assign staff so as to best meet the needs of the District.