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Minnesota Association of School Administrators

East Central

School Psychologist

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

Position Location: Rush City School District (Pre-k through Grade 12)

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

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions

Special Education Leadership

  • Facilitate Student Support Team (SST) meetings
  • Attend special education department meetings
  • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
  • Provide consultation on special education due process to staff and parents
  • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
  • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
  • Assist in coordinating the reevaluation process for students receiving special education and related services
  • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
  • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
  • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
  • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
  • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
  • Serve as an active member of the SCRED Implementation Team (I-Team)
  • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment

Academic Assessment and Services

  • Support building-wide academic screening processes
  • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
  • Develop, implement and monitor the fidelity of academic interventions, as requested
  • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions

Social Emotional Learning (SEL) Assessment and Services

  • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
  • Provide direct counseling services to individuals or groups, as requested
  • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
  • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
  • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
  • Gather and organize data to assist teams in making manifestation determination, when needed
  • Provide behavior consultation services to general education and special education staff

Crisis Response Services

  • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
  • Provide consultation in crisis prevention and response
  • Complete student risk assessments when necessary
  • Assist in completing student threat assessment activities when necessary
  • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed

Other Duties

  • Perform other duties as assigned

School Psychologist

by

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

Position Location: Vision – Setting IV Program in Pine City, MN

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

COMPASS Continuous Improvement Lead

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Job Summary: COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education. The Continuous Improvement Lead is a key member of the COMPASS Regional Teams, focusing on strategic planning, leadership development, and coaching to support schools and districts identified through the Minnesota State Accountability system. This role is dedicated to building systems-level coherence, helping district and school leaders implement evidence-based programs and drive continuous improvement across buildings. The Continuous Improvement Lead collaborates with regional and statewide educational initiatives to enhance student outcomes by supporting a cohesive approach to district-wide improvement efforts.

Statewide Team Responsibilities:

  • Collaborate with the COMPASS School Improvement Supervisor, Statewide Improvement Coordinators, and Continuous Improvement Leads to support the implementation of federal ESSA school improvement guidelines, documentation, and reporting requirements.
  • Contribute to statewide initiatives by sharing insights and data collected from district and school-level support, informing progress on state and regional school improvement goals.
  • Develop and maintain expertise in school improvement, the MnMTSS framework, and culturally responsive practices through required training and professional development.
  • Engage with state educational partners, including the Minnesota Department of Education, to align district and school-level strategies with broader educational initiatives.
  • Collaborate with state and regional leads, as a member of the statewide school improvement leadership team, to provide input and ensure consistent school improvement support and communication.
  • Develop statewide school improvement guidance and assist in the delivery of Communities of Practice.

Regional Responsibilities:

  • Collaborate and coordinate support with other regional COMPASS staff to align supports within districts.
  • When applicable, align support with Continuous Improvement Leads to ensure a systematic approach to continuous improvement within districts.
  • Support regional efforts by participating in meetings and collaborating with other team members to address common challenges and share best practices.
  • Provide guidance and coordination to support Continuous Improvement Coaches in implementing effective improvement strategies within the region.

District and School-level Responsibilities:

  • Work closely to ensure a systematic approach to continuous improvement within districts where school-level action plans are aligned to district goals.
  • Provide job-embedded coaching to district and school leaders and leadership teams, helping them develop and execute MnMTSS Continuous Improvement Action Plans.
  • Guide districts and schools through the continuous improvement cycle, including conducting comprehensive needs assessments, implementing evidence-based practices, and monitoring progress.
  • Support the development of effective district and school leadership teams, fostering collaborative environments that use data to drive decision-making and improvement.
  • Assist schools in aligning their action plans with district-wide goals, ensuring coherence and consistency across the education system.
  • Collaborate with district and school staff to identify and address specific areas for improvement, providing tailored support and resources as needed.
  • Build capacity of district and school staff, focusing on continuous improvement processes, data-driven decision-making, and the implementation of the MnMTSS framework.
  • Collaborate with district and school leaders to monitor and adjust action plans based on data-driven insights and district-aligned outcomes.
  • Facilitate communication between school and district leadership to ensure consistent understanding and execution of improvement efforts.
  • When applicable, coordinate support with the Continuous Improvement Coach(es) to ensure consistent understanding and execution of improvement efforts.

Competencies:

  • Demonstrated experience in systems-level strategic planning, including the ability to analyze district-wide needs, develop cohesive improvement strategies, and support implementation across multiple schools.
  • Skilled in aligning initiatives with district priorities, facilitating cross-functional collaboration, and ensuring sustainable, data-driven improvements that impact student outcomes at scale.
  • Extensive experience in K-12 education, with a deep understanding of pedagogy, best practices, and adult learning principles.
  • Strong coaching and facilitation skills.
  • Proven ability to address educational inequities through effective implementation of evidence-based practices and systems change.
  • Adaptability to diverse district and school contexts, with a collaborative approach to building partnerships with educational leaders and partners.
  • Exceptional organizational skills, creativity in problem-solving, and proficiency in both written and verbal communication.
  • Capacity to build open, authentic, and effective relationships with diverse educational partners, internally and externally.

Education and Experience:

  • Required:
    • Bachelor’s degree in education or a related field.
    • Minimum of five (5) years of experience in a PreK-12 school system.
    • Building- or District-level Leadership within an educational setting
    • Valid MN Driver’s License.
  • Preferred:
    • Advanced degree in education or a related field (e.g., school administration, curriculum and instruction).
    • Current administrative license
    • District-level leadership or administrative experience, especially with supporting and guiding teams at the systems-level within strategic planning and implementation

Environment & Physical Demands: This role operates in a hybrid office environment, requiring standard office tasks such as using computers and phones, and occasional travel for meetings and events. The position may also involve setting up and tearing down for events, including lifting up to 30 lbs., and standing or carrying items for short distances as needed.

Duty Days and Expected Hours of Work: This 260-day position’s working hours are Monday through Friday, 8:00 a.m. to 4:30 p.m. Travel to districts, educational events, and the Minnesota Department of Education, along with occasional events outside of typical work hours, are expected.

Other Duties: This job description provides an overview but is not comprehensive. Duties, responsibilities, and activities may evolve and change at any time without prior notice.

Salary and Benefits: Competitive salary and benefits package.

COMPASS Continuous Improvement Coach

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Job Summary: COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education. The Continuous Improvement Coach is a key member of the COMPASS Regional Teams, focusing on strategic planning, leadership development, and coaching to support schools and districts identified through the Minnesota State Accountability system. This role focuses on providing direct coaching and support to district and school leadership teams, helping to implement evidence-based practices and drive continuous improvement. The Continuous Improvement Coach ensures that school-level efforts are aligned with district-wide goals, promoting coherence across all levels of the education system.

Statewide Team Responsibilities:

  • Collaborate with the COMPASS School Improvement Supervisor, Statewide Improvement Coordinators, and Continuous Improvement Leads to support the implementation of federal ESSA school improvement guidelines, documentation, and reporting requirements.
  • Contribute to statewide initiatives by sharing insights and data collected from district and school-level support, informing progress on state and regional school improvement goals.
  • Develop and maintain expertise in school improvement, the MnMTSS framework, and culturally responsive practices through required training and professional development.
  • Engage with state educational partners, including the Minnesota Department of Education, to align district and school-level strategies with broader educational initiatives.

Regional Responsibilities:

  • Collaborate and coordinate support with other regional COMPASS staff to align supports within districts.
  • When applicable, align support with Continuous Improvement Leads to ensure a systematic approach to continuous improvement within districts.
  • Support regional efforts by participating in meetings and collaborating with other team members to address common challenges and share best practices.

District and School-level Responsibilities:

  • Work closely to ensure a systematic approach to continuous improvement within districts where school-level action plans are aligned to district goals.
  • Provide job-embedded coaching to district and school leaders and leadership teams, helping them develop and execute MnMTSS Continuous Improvement Action Plans.
  • Guide districts and schools through the continuous improvement cycle, including conducting comprehensive needs assessments, implementing evidence-based practices, and monitoring progress.
  • Support the development of effective district and school leadership teams, fostering collaborative environments that use data to drive decision-making and improvement.
  • Assist schools in aligning their action plans with district-wide goals, ensuring coherence and consistency across the education system.
  • Collaborate with district and school staff to identify and address specific areas for improvement, providing tailored support and resources as needed.
  • Build capacity of district and school staff, focusing on continuous improvement processes, data-driven decision-making, and the implementation of the MnMTSS framework.
  • Collaborate with district and school leaders to monitor and adjust action plans based on data-driven insights and district-aligned outcomes.
  • Facilitate communication between school and district leadership to ensure consistent understanding and execution of improvement efforts.

Competencies:

  • Extensive experience in K-12 education, with a solid understanding of pedagogy, best practices, and adult learning principles.
  • Strong coaching and facilitation skills.
  • Proven ability to address educational inequities through the effective implementation of evidence-based practices and continuous improvement strategies.
  • Adaptability to diverse district and school contexts, with a collaborative approach to building partnerships with school leaders and educators.
  • Exceptional organizational skills, creativity in problem-solving, and proficiency in both written and verbal communication.
  • Capacity to build open, authentic, and effective relationships with educators and educational partners.

Education and Experience:

  • Required:
    • Bachelor’s degree in education or a related field.
    • Minimum of five (5) years of experience in a PreK-12 school system.
    • Valid MN Driver’s License.
  • Preferred:
    • Advanced degree in education or a related field (e.g., school administration, curriculum and instruction).
    • Experience in school leadership roles.
    • Leadership-related or administrative experience.
    • Current administrative license.

Environment & Physical Demands: This role operates in a hybrid office environment, requiring standard office tasks such as using computers and phones, and frequent travel to schools for on-site support and coaching. The position may also involve setting up and tearing down for events, including lifting up to 30 lbs., and standing or carrying items for short distances as needed.

Duty Days and Expected Hours of Work: This 205-day (.8 FTE) position’s working hours are Monday through Friday, 8:00 a.m. to 4:30 p.m. Regular travel to schools, educational events, and occasional events outside of typical work hours are expected.

Other Duties: This job description provides an overview but is not comprehensive. Duties, responsibilities, and activities may evolve and change at any time without prior notice.

Salary and Benefits: Competitive salary and benefits package.

Assistant Principal

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Qualifications/Experience:

Minnesota K-12 Principal License

MN Teaching License.

Successful background check required.

 

Knowledge/Skills/Abilities Needed:
Knowledge and Experience facilitating staff development and evaluation. Familiarity with Marzano’s Framework for Effective Instruction or equivalent. Knowledge of Positive Behavior Interventions and Support (PBIS). Knowledge of and experience implementing Multi-Tiered Systems of Support (MTSS)

Exemplifies the following Five Character Traits: compassion, respect, responsibility, self-discipline and honesty.

 

Specific Tasks:

Works with the Principal to ensure a comprehensive, innovative, and effective educational program consistent with state and federal guidelines and the mission of the district. Serve as a coach and counselor to staff and students and enforce and direct student management, discipline, health, safety, and general welfare to support a positive learning culture.

Manages student discipline, health, safety, and overall welfare of students and staff. Observes classrooms, conducts walkthroughs, evaluates staff, and supervises Instructional Assistants. Serves as an administrative representative in team meetings and co-facilitates the Student Assistance Team (SAT). Leads intervention and planning teams (ADSIS, EL, Fusion, etc.). Oversees safety drills in collaboration with the School Resource Officer. Assists with curriculum development, assessment, and improvement. Supervises common areas and student activities while handling discipline matters. See the job description for additional information.

 

Hours Per Day:
220 days per year
As per agreement

Benefit eligible position: health, dental, and optical insurance, supplemental insurance available, long-term disability coverage, district-paid life insurance policy, retirement plan, sick days, vacation days, holidays, and more! 

Director of Special Education and Student Support Services

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Qualifications/Experience:

Minnesota Director of Special Education Licensure required.

Minnesota Teaching License required.

Experience in special education or related fields, understanding and experience with student support services. Experience as a Special Education Administrator, Special Education Supervisor, Principal, Assistant Principal, or other curriculum advisor or due process compliance officer desired.

Successful background check required.

 

Knowledge/Skills/Abilities Needed:
Strong leadership, communication, and interpersonal skills, with the ability to foster collaboration among diverse stakeholders. In-depth knowledge of Minnesota and federal special education regulations, student support services, compliance standards, and Common Core State Standards. Proficiency in data extraction, reporting, and analysis tools to support decision-making and program evaluation. Ability to work independently and collaboratively to identify and resolve challenges effectively. Exceptional verbal and written communication skills, with the capacity to facilitate meetings, resolve conflict, develop and implement work plans, and engage with individuals and groups in various settings. Demonstrated ability to interact effectively with diverse populations, ensuring inclusive and productive engagement across different backgrounds, experiences, and perspectives.

Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty.

 

Specific Tasks:
The Director of Special Education and Student Support Services, under the Superintendent’s guidance, is responsible for creating and implementing a strategic vision and action plan for various student support initiatives, including special education, Section 504 compliance, health services, and support for homeless students. Key tasks include ensuring alignment with district goals and compliance with state and federal laws, driving continuous program improvement through data analysis, and overseeing professional development. The Director fosters collaboration among staff, families, and community partners to promote equitable resource access, manage budgets effectively, and achieve strong student outcomes. Additionally, the role involves leadership in conflict resolution, stakeholder engagement, and maintaining high standards of quality assurance across all services. See job description for additional information.

 

Hours Per Day:
1.0 FTE, 260 days per year, year-round position
As per contract

 

Benefit eligible position: health, dental, and optical insurance, supplemental insurance available, long-term disability coverage, district-paid life insurance policy, retirement plan, sick days, vacation days, holidays, and more!