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Minnesota Association of School Administrators

East Central

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!

 

Business/Financial Literacy Teacher

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Grantsburg School District is seeking a qualified and dedicated Business Education Teacher to join our award-winning staff for the 2025-2026 school year. This full-time position will be shared between the high school and middle school, providing students with essential knowledge in business and personal financial literacy. Applicants need to have Wisconsin Certification or ability to obtain DPI licensure. Applicants must possess the dynamics to build relationships with children to create an atmosphere of learning and mutual respect. The ability to engage with and contribute to the professional learning community is essential. Technology skills, willingness to learn technology skills, and the ability to apply the skills in the classroom are necessary. Strong references for this position are essential.

Speech/Language Pathologist 1.0 FTE

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Description:  Educational speech-language pathologists provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their educational goals.

Job Summary:

1.     Organizes a program that addresses local school speech-language goals.
2.     Works cooperatively with school personnel to accomplish the goals and objectives of the local education agency.
3.      Coordinates speech-language services with student services provided by other school personnel.
4.      Maintains records of the speech-language program and prepares periodic reports as required.
5.      Adheres to established rules, regulations, laws and appropriate ethical standards.
6.      Conducts speech, language and hearing screenings.
7.      Conducts comprehensive evaluation of student’s speech and language functioning including administering formal and informal (ongoing & curriculum-based) assessments, analysis and interpretation of information to make recommendations regarding the need for speech-language services.
8.      Obtains additional diagnostic information from appropriate persons and available records for speech-language purposes.
9.      Collaborates/consults with classroom teachers in the management of speech-language disorders.
10.  Plans and uses evidence-based interventions appropriate for individual students and groups of students.
11.  Manages the facilities, materials and equipment, including assistive technology, necessary to the delivery of services.
12.  Adjusts intervention strategies based upon student performance.
13.  Promotes effective interpersonal relations with students.
14.  Completes procedural documentation appropriately.
15.  Abides by professional code of ethics.
16.  Develops appropriate IEPs based on students’ strengths & needs.
17.  Demonstrates awareness of professional performance in due process matters and litigious environments.
18.  Provides consultation to parents, teacher and other appropriate school personnel.
19.  Seeks the assistance of teachers, parents and others to meet the communication needs of students.
20.  Consults/communicates with non-school agencies to enhance services.
21.  Makes recommendations and referrals for audiological/medical and related services.
22.  Other job duties as assigned.

Setting IV Special Education Teacher Journey Program 1.0 FTE (any licensure – ASD/EBD preferred)

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Job Summary:
The Special Education Teacher will work within a federal setting IV (self contained) program delivering tailored instruction and support to students facing social, emotional, behavioral, and learning challenges. This role encompasses curriculum development, social skill development, behavior management, collaboration with IEP teams, data tracking/assessment administration, fostering positive rapport with students and stakeholders, ensuring safety protocols, and active engagement in professional development initiatives.  This positon is for the Journey Elementary Setting IV Program.

Key Responsibilities:
Instruction & Curriculum Development:
Employ a spectrum of differentiated instructional methodologies and personalized approaches, to cater to the diverse learning needs of special education students.
Implement district curriculum frameworks aligned with district SEL and academic benchmarks and modify them as guided by evaluated student needs.
Work closely with program administration and district/program special education specialists on developing and adhering to the daily schedule to ensure students receive the required instructional time and teacher daily preparation time in a dynamic environment.
Classroom & Behavior Management:
Establish a structured, supportive, and engaging learning environment.
Effectively oversee student conduct, enforce program protocols emphasizing restorative practices in response to student behavior, and contribute to the formulation of personalized intervention strategies.
Maintain a safe and inclusive learning space for students with varying disabilities and uphold student welfare across diverse settings, including transportation, outdoor environments, and non-classroom areas of the school setting.
Foster trusting relationships with students, offering restorative approaches focusing on facilitation of SEL standards throughout the student day including community and transition areas (for secondary students).
Utilize data from Functional Behavioral Assessments to facilitate the creation and implementation of effective Behavior Support Plans (BSP) and evidence-based methodologies to optimize student outcomes.
Collaboration & Communication:
Work closely with the administration on developing and adhering to the daily schedule to ensure students receive the required instructional time and teacher daily preparation time in a dynamic environment.
Guide paraprofessionals in school protocols, implementing accommodations, modifications, and individualized supports as required by program standards and student plans (like IEPs)
Provide initial, ongoing training and modeling of classroom procedures, strategies to support learning and specific behavior management strategies in collaboration with district/program special education specialists.
Collaborative Planning with paraprofessionals to guide their role in small group instruction, preparing materials, or monitoring progress.
Work closely with itinerants, and other support staff to meet student needs.
Communicate regularly with parents/guardians regarding student progress and IEP goals.
Compliance & Documentation:
Contribute to the development, monitoring, and periodic review of Individualized Education Plans (IEPs), ensuring alignment with regulatory standards and inclusive goal-setting.Maintain accurate records of student progress, attendance, and IEP documentation.
Ensure compliance with federal, state, and local special education laws and regulations.
Administer assessments to track academic and developmental progress.
Professional Engagement: Actively participate in staff meetings, developmental workshops, and knowledge-sharing sessions, occasionally assuming the role of a facilitator to enrich colleagues’ skill sets.