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Minnesota Association of School Administrators

East Central

Early Childhood Special Education Coordinator

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Qualifications/Experience:

MN Special Education Teaching License required, with an endorsement in Early Childhood Special Education preferred, Master’s degree and MN Administrative license preferred, Minnesota K-12 Principal or Special Education Director’s License preferred.

Successful background check required.

 

Knowledge/Skills/Abilities Needed:

Strong leadership, communication, and collaboration skills to engage diverse stakeholders. Expertise in early childhood, special education regulations, compliance, data analysis, and program evaluation. Ability to independently and collaboratively problem-solve, facilitate meetings, and foster inclusive engagement. 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 Early Childhood Special Education Coordinator (ECSE) is responsible for overseeing and coordinating early childhood special education services for children ages birth to five. This role involves ensuring compliance with federal and state laws, providing leadership for high-quality, developmentally appropriate services, and working collaboratively with district leaders, educators, contracted providers, and families to promote inclusive practices. Key tasks include ensuring effective early intervention services, fostering relationships between families, educators, and community partners, conducting early identification of students’ needs, assessing program effectiveness, and promoting long-term academic success for young children with disabilities. The ECSE Coordinator also works to innovate and enhance ECSE programming while maintaining compliance with relevant regulations. Other duties as assigned. See the job description for additional information.

 

Hours Per Day:
200-210 days per year depending on licensure
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!  

Elementary Principal

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Qualifications/Experience:

Master’s degree with coursework in education, teaching, administration, or related experience working in a school, or equivalent combination of education and experience.

Minnesota K-12 Principal License.

MN Teaching License.

Prior special education teaching or other related experience preferred.

Successful background check required.

Knowledge/Skills/Abilities Needed:

Thorough knowledge of the practices, methods, and techniques used in administering and supervising programs in a school; excellent written and oral communication; ability to motivate and inspire others; ability to establish and maintain effective working relationships with school officials, parents, students, teachers, support staff, and community members.

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

 

Specific Tasks:

Provide leadership to create a comprehensive and innovative educational environment tailored to the unique needs of each student, as well as overseeing the building’s operations. Key tasks involve developing and maintaining an effective educational program that adheres to state and federal guidelines, serving as a mentor, coach, and leader for both staff and students, and ensuring the enforcement of student management and discipline policies. Additionally, the role focuses on promoting health, safety, and the overall welfare of students to foster a positive learning culture. 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!  

Program Administrator

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Meeker & Wright Special Education Cooperative #0938
Date Posted: March 26, 2025
Position Title: Program Administrator
Assignment Location: Sholund School for Girls (Annandale) and Wings (Litchfield)
Hours per Day: 8
Schedule: 215 day contract (July 1 – June 30)
Anticipated Start Date: July 1, 2025
Salary: $90,000 – $115,000; commensurate with education and experience
Benefits: As outlined on MAWSECO’s Summary of Benefits 

POSITION OVERVIEW:
The Program Administrator provides leadership, oversight, and direction for assigned MAWSECO programs, ensuring high-quality educational services that meet the diverse needs of students. This position is responsible for creating an equitable school culture and climate that promotes student success and staff engagement. The Program Administrator supervises cooperative staff, coordinates program operations, and ensures compliance with federal and state regulations, as well as district policies and procedures.

Key responsibilities include:

  • Program Leadership and Oversight: Plan, organize, and manage daily operations and activities within assigned programs. Evaluate the effectiveness of existing educational programs and lead efforts to revise and develop new programs aligned with student needs and cooperative goals.
  • Staff Supervision and Development: Supervise and evaluate cooperative staff, providing feedback and professional development to ensure the implementation of evidence-based instructional practices, assessments, and curriculum. Conduct classroom walkthroughs, offer ongoing feedback, and meet with staff to foster reflection and continuous improvement.
  • Compliance and Accountability: Ensure that all educational services comply with federal, state, and district regulations. Maintain accurate educational records and prepare required reports.
  • Resource Management: Allocate program resources effectively and efficiently to maximize impact. Develop and manage program budgets in alignment with district goals.
  • Curriculum and Program Development: Provide guidance and consultation to staff on curriculum development, instructional practices, and program planning. Lead staff meetings and deliver professional development to support high standards of teaching and learning.
  • Staffing and Scheduling: Organize staff schedules and coordinate the school calendar to meet state and district guidelines. Collaborate with administrative support to adjust staffing allocations as needed.
  • Collaboration and Communication: Build and maintain strong relationships with residential program staff, community partners, and other stakeholders. Attend staffings and meetings to ensure coordinated service delivery.
  • Innovation and Continuous Improvement: Foster a culture of innovation by encouraging and facilitating action on new ideas that advance MAWSECO’s mission and vision.

The Program Administrator plays a critical role in ensuring that MAWSECO programs provide a safe, supportive, and high-quality learning environment where all students can thrive.

Knowledge, Skills, and Abilities
Considerable knowledge of educational philosophy, culturally responsive teaching methods and approaches, and current best practices and strategies for a diverse student population.

Knowledge of:

  • theory and research in education
  • application of methods used in improving academic achievement
  • educational assessment practices and techniques
  • effective intervention, academic and behavior techniques
  • academic curriculum and pedagogical techniques that is effective across diverse populations
  • procedures, methods and strategies pertaining to the administration of an middle school/secondary level program operation
  • Minnesota State Academic Standards
  • school safety procedures
  • effective supervision and discipline of students
  • State and Federal laws relating to minors, the Teacher Code-of-Ethics, and local policies and procedures
  • instructional technology
  • evidence-based research and best practices in educational interventions

Skills in:

  • crisis management, handling emergencies and de-escalation techniques
  • effective problem solving, decision making, and judgment
    leadership and exceptional interpersonal skills

Ability to:
communicate well both orally and in writing

  • plan, organize and coordinate the activities of an educational program
  • establish and maintain effective working relationships with students, staff and the stakeholders
  • work with individuals from diverse backgrounds
  • lead and supervise staff and students
  • remain flexible and develop alternative strategies to achieve established goals
  • manage and prioritize complex issues
  • apply leadership skills within a shared decision-making model
  • evaluate the instructional process

ABOUT SHOLUND:
Sholund School for Girls is located in Annandale, MN and is the educational facility on the grounds of Village Ranch, Inc. Residential facility. This educational program serves girls in grades 7-12. Sholund provides a flexible and safe environment in which students can experience educational success. Enrollment is made up of students primarily living in the Village Ranch residence.

ABOUT WINGS:
Wings Alternative Program in Litchfield, MN is located within the WINGS Adolescent Recovery Services residential treatment facility. The educational program serves male and female adolescents ages 14 years and older. MAWSECO staff members provide educational services to students while they are residing at WINGS Adolescent Recovery facility.

ABOUT MAWSECO:
MAWSECO is an agency of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services, and support to its seven-member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

HOW TO APPLY:
Meeker and Wright Special Ed Coop #938 utilizes an online application system. Please visit the site to apply:  https://www.applitrack.com/mawseco/OnlineApp/

If you have questions or concerns regarding the application process, please contact Elizabeth Sullivan (612) 417-6491 or email at: [email protected]

POSITION QUESTIONS:
Contact Caren Heltne, Assistant Director of Care and Treatment Programs at: (612) 441-0651 or email [email protected] or Melissa Hanson, Executive Director, at (320) 543-1122 or email at: [email protected].

MAWSECO is an equal opportunity employer

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

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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.