East Central

Summary/Objective
The Multi-tiered Systems of Support (MTSS) Regional Coordinator will support implementation of MnMTSS in schools requesting coaching and training support. The MTSS Regional Coordinator must have the ability to support teachers, instructional coaches, interventionists, and administrators in planning, organizing, and delivering multi-tiered systems of support to meet individual and school needs. Support will be both in person and virtual (synchronous and asynchronous). The MTSS Regional Coordinator will also be responsible for developing and delivering professional learning opportunities as it relates to school and district needs. This position is contingent upon legislative funding.

Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1. Familiarize teachers and administration with the research on multi-tiered systems of support.
2. Know and support teachers and administration in alignment of curriculum, standards, statewide initiatives, instruction, and assessment.
3. Understand and support learning for multilingual learners and students receiving special education services.
4. Utilize state-wide COMPASS & MnMTSS training supports.
5. Support data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement.
6. Work with administrators to create school-wide focus on goals for student achievement.
7. Understand adult learning and create a collaborative partnership with educators to support the implementation of MnMTSS.
8. Facilitate meetings for professional learning on instructional practices, data support, classroom environments, or educational research needed to support ongoing development of educators.
9. Participate fully in professional development opportunities and professional research and reading.
10. Attend all professional learning offered by COMPASS and MnMTSS.
11. Regularly communicate with school administrators, colleagues, and experts in order to keep well-informed of current and developing research.
12. Work collectively with peers and MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
13. Participate in communities of practice with colleagues to deepen regional coordinator understanding.
14. Other duties as assigned.

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 is required. This
would require the ability to move and lift 30 lbs., stand for extended periods of time and carry
items a short distance as necessary.

Position Type/Expected Hours of Work
This is a full-time, 12-month position. Hours of work are generally Monday through Friday, 8:00
a.m. to 4:30 p.m., but occasional evening events and travel within the region is expected.

Summary/Objective
The Regional Math Coach will support implementation of mathematical mindsets in schools requesting coaching and training support. The regional math coach must have the ability to support teachers, instructional coaches, interventionists, and administrators in planning, organizing, and delivering instruction to meet individual and school needs. Support will be both in person and virtual (synchronous and asynchronous). The regional math coach will also be responsible for developing and delivering professional learning opportunities as it relates to school needs in evidence-based mathematical practices. This position is contingent upon legislative funding.

Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1. Familiarize teachers and administration with the research on mathematical mindsets.
2. Impart knowledge of the MN mathematics standards in each grade level.
3. Know and support teachers and administration in alignment of curriculum, standards, statewide initiatives, instruction, and assessment.
4. Understand and support learning for multilingual learners and students receiving special education services.
5. Provide teachers with a collection of effective instructional strategies to draw upon in their instructional practices.
6. Utilize state-wide COMPASS pedagogical and training supports in coaching.
7. Support data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement.
8. Work with administrators to create a school-wide focus on goals for mathematics achievement.
9. Understand adult learning and create a collaborative partnership with teachers to support the implementation of new teaching practices in the classroom.
10. Facilitate meetings for professional learning on instructional practices, data support, classroom environments, or mathematics research needed to support ongoing development of teachers.
11. Complete observation and feedback cycles at least monthly to support teacher goal setting and implementation of new practices.
12. Participate fully in professional development opportunities and professional research and reading.
13. Attend all professional learning offered by COMPASS.
14. Regularly communicate with school administrators, reading specialists, colleagues, and experts in order to keep well-informed of current and developing research.
15. Work collectively with peers and MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.

16. Participate in communities of practice with colleagues to deepen coaching understanding.
17. Other duties as assigned.

Summary/Objective: The Literacy Coach will support implementation of structured literacy in schools requesting
coaching and training support. Literacy coaches must have the ability to support teachers, school reading coaches, interventionists, and administrators in planning, organizing, and delivering instruction to meet individual and school needs. Support will be both in person and virtual (synchronous and asynchronous). Literacy coaches will also be responsible for developing and delivering professional learning opportunities as it relates to school needs in structured literacy evidence-based practices. Coaches will be trained as local LETRS 3E Facilitators to support providing professional learning in LETRS to member districts. This position is contingent upon legislative funding.

Essential Functions: Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1. Familiarize teachers and administration with the research on foundational reading skills which include all components of language and the science of reading.
2. Impart knowledge of the MN ELA standards in each grade level and WIDA ELD standards.
3. Know and support teachers and administration in alignment of curriculum, standards, statewide initiatives, instruction, and assessment.
4. Understand and support learning for multilingual learners and students receiving special education services.
5. Familiarize and guide teachers and administrators with research-based practices in literacy instruction.
6. Provide teachers with a collection of effective instructional strategies to draw upon in their instructional practices.
7. Utilize state-wide COMPASS pedagogical and training supports in coaching.
8. Support data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement.
9. Work with administrators to create school-wide focus on goals for literacy (reading and writing) achievement.
10. Understand adult learning and create a collaborative partnership with teachers to support the implementation of new teaching practices in the classroom.
11. Facilitate meetings for professional learning on instructional practices, data support, classroom environments, or literacy research needed to support ongoing development of teachers.
12. Complete observation and feedback cycles at least monthly to support teacher goal setting and implementation of new practices.
13. Participate fully in professional development opportunities and professional research and reading.
14. Attend all professional learning offered by COMPASS.

15. Regularly communicate with school administrators, reading specialists, colleagues, and experts in order to keep well-informed of the current and developing research.
16. Work collectively with peers and MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
17. Participate in communities of practice with colleagues to deepen coaching understanding.
18. Other duties as assigned.

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 is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time and carry items a short distance as necessary.

Position Type/Expected Hours of Work
This is a full-time, 12-month position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional evening events and travel within the region is expected.