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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: Hinckley-Finlayson High School (grades 7-12), Pine County Transition Program (18-21-year-old program)

Site Description
This position primarily serves Hinckley-Finlayson High School (HFHS) (approximately 441 students), with support also provided to the Pine County Transition Program (approximately 15 students), which is also located within the HFHS building. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.

Position Purpose    
School psychologists provide direct and 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. School Psychology Interns are welcome to apply.

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: Hinckley Elementary School (0.9 FTE; Pre-k through Grade 6) and Finlayson Elementary School (0.1 FTE; Pre-k through Grade 6)

Site Description
This position primarily serves Hinckley Elementary School (approximately 470 students), with support also provided to Finlayson Elementary School (approximately 55 students). Travel between sites is only needed on a limited frequency. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.

Position Purpose 
School psychologists provide direct and 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. School Psychology Interns are welcome to apply.

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

Career and Technical Education Manager

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Summary/Objective: The Career and Technical Education Manager is responsible for the development and implementation of regional career and technical education programs and services. This includes coordinating student programs/conferences, creating and facilitating educational networks, and developing and implementing other educational training. The CTE Manager must possess technology skills that allow for adaptability in program and training settings: including face-to-face, virtual, and hybrid.

Essential Functions:

  • Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Develop or enhance existing career exploration student opportunities, including integrating concepts into elementary and middle schools
  • Design, plan and facilitate teacher training and educational networks for a variety of CTE educational professionals
  • Promote career-connected learning and pathway opportunities within the district, consortium, and local communities
  • Communicate to schools, teachers, presenters, and volunteers representing a variety of ages and backgrounds in a timely and effective manner
  • Grow and manage a regional portal that connects education and industry
  • Support businesses in preparing for and executing effective teacher externships
  • Develop and cultivate relationships with current and prospective program partners and other organizations
  • Lead an advisory committee with industry and district partners
  • Participate in a state-wide service cooperative CTE Consortium
  • Perform additional tasks and special projects on an as-needed basis
  • Offer excellent customer service to our members, customers, partners, and staff
  • Maintain and grow best practice knowledge of career-connected learning and pathway development.
  • Other duties as assigned.

Competencies:

  • Experience within a K-12 education setting
  • Thorough understanding of pedagogy and best practices within education
  • Proficient in the use of G-Suite applications and online learning platforms
  • 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; individually and as a team member
  • 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
  • Proficiency in adapting to new software and digital tools
  • Experience with group facilitation
  • Ability to adapt to and work with a variety of school contexts

Long Term Substitute – High School Special Education Teacher

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Rush City High School has a full-time, long-term, substitute teacher (1.0 FTE) to begin on or around April 12, 2023 until June 7 (end of the school year). The substitute teacher would be solely responsible for delivering lessons in a special education setting. Rush City School District employees enjoy great work conditions, a positive and supportive environment, regionally competitive compensation and an excellent benefits package. Our promise is to create global citizens who are lifelong learners.

Contact High School Principal Janet Wagener at 320-358-1264 or [email protected] with questions. This position is open until filled and applications will be processed as they are received.

 

School Psychologist

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

Position Location: North Branch Area Public Schools – Sunrise River Elementary School (Grades 1-5)

Position Purpose 
School psychologists provide direct and 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. School Psychology Interns are welcome to apply.

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

Social Behavior Services Coordinator

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Social Behavior Services Coordinator

Position Purpose:
The Social Behavior Services Coordinator position assists SCRED member districts in implementing a continuum of social emotional learning (SEL) supports, specifically for students requiring intensive, highly individualized intervention. This position provides collaboration and consultation on specific student cases and overall programming, creates and facilitates high-quality professional learning opportunities for member district staff, and assists in the coordination of service delivery to ensure students are receiving effective SEL instruction designed to meet their needs in their least restrictive environment.

Location: 
This position will support Rush City, Pine City, Hinckley-Finlayson, and East Central Public Schools in addition to Vision, a Federal Setting IV program.

Essential Duties:

  • Collaboration & Consultation
    • Provide on-site coaching and support for the implementation of evidence-based instructional practices across the secondary and tertiary prevention levels within a Multi-Tiered System of Supports (MTSS) framework
    • Guide staff in the creation of special education evaluation plans that equip teams to identify students with intensive emotional or behavioral needs
    • Support staff in the development of IEPs that are designed to meet the unique social emotional learning needs of students
    • Consult with special education staff regarding students who are not responding to academic, behavioral, or functional skill interventions
    • Promote collaboration between general education and special education staff regarding accommodations and modifications that may help students to reach their IEP goals and access the general curriculum
    • Provide expertise as part of IEP teams for students with significant and unique SEL-related needs
    • Ensure processes are being followed that support district placement decisions for students transitioning to and from Federal Setting III and IV programs in order to ensure that students remain in their least restrictive environment
    • Assist in developing/coordinating student reintegration plans, including Behavior Support Plans (BSPs), in order to increase the likelihood that transitioning students will function effectively in the mainstream school setting
    • Collaborate and provide consultation services regarding assistive technology, accessibility, and secondary transition
  • Professional Learning
    • Engage in professional learning aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities related to SEL programming
    • Complete professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with SCRED goals and messaging across service areas
    • Facilitate professional learning using effective adult learning strategies on a variety of SEL-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
    • Oversee training and certification of staff in the use of restrictive procedures
    • Provide on-site coaching and support to enhance implementation of best practices in SEL
  • Coordination of Service Delivery
    • Facilitate the implementation of best practices in SEL-related assessment, instruction, inclusion, accessibility, and program evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
    • Secure and disseminate resource materials and equipment for SEL-related needs that can be shared across districts
    • Facilitate the distribution of Collaborative Planning funds for SEL-related needs
    • Support the implementation of legal and ethical school discipline practices for students with disabilities, including the facilitation of manifestation determination meetings
    • Coordinate restrictive procedure quarterly review meetings and report data to the Minnesota Department of Education
    • Maintain and enforce a Placement Guideline for students transitioning to federal setting III and IV programs as well as those reintegrating into mainstream settings
    • Support teams in planning for transitions of students with SEL-related needs between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in county collaborative committees to engage in interagency collaboration to support the SEL-related needs of students and families
    • Participate in the regional Community of Practice for Federal Setting IV programs
    • Provide work direction to the administrative assistant supporting the social emotional learning services area
  • Other Duties as Assigned