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Minnesota Association of School Administrators

East Central

Assistant Principal, Secondary

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POSITION:

Assistant Principal, Secondary

TYPE OF POSITION:

230 Days

 

QUALIFICATIONS:

Required

Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years relevant educational experience
Preferred

Administrative experience
Experience with English Learners and Special Education programs, processes and compliance
POSITION SUMMARY:

St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.  In addition to supporting instruction, operations, and student life, the assistant principals will support the building principal in implementing the District’s mission, core values, and strategic plan.
ESSENTIAL FUNCTIONS:

Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.

Ensure instruction and curriculum are culturally relevant and engaging.
Support implementation of a differentiated instructional program that ensures all learners have access to the guaranteed and viable curriculum.
Provide opportunities for students to envision their futures, explore careers, and prepare for college.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Create and sustain a positive climate and culture that inspires a shared sense of community built on trust, collaboration, and safety.

Integrate social-emotional learning into curriculum and instructional practices.
Use student centered, restorative approaches to managing student conduct.
Support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Assist with the supervision of licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Support an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.
Create and sustain family and community engagement with the school community.

Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Engage higher education, business, and community partners to create increased career and college opportunities for all students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.
PHYSICAL FACTORS:

Frequent: walking, standing, sitting, hearing, talking, and seeing.
All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.

 

It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Assistant High School Principal

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Description:  The Assistant School Principal assists the principal in the administration of the high school.  The incumbent performs specific and assigned responsibilities that support the instructional program, and school-wide student management in addition to the daily operations of the school.

Job Summary: 

Participates in the creation of policies for the organization, administration, and supervision of the high school program and interpret those policies to the students, staff, and public so that there is efficient and effective general administration of the school.
Represents the high school at a variety of meetings:  district, state, and national.
Prepares and submits reports to the various departments at the School District Office, Directors of Educational Services and Business Services, Superintendent of Schools, School Board, and Department of Education.
Assists building principal in determining teaching assignments within the school.
Responsible for the formation of the daily master class schedule, and the individual student schedules to ensure efficient and effective program development of the school.
Assists in developing, evaluating, revising, and maintaining the curriculum and handbook of the school program consistent with School Board policy.
Works with staff in areas concerning class observation, program and teacher evaluations, student discipline and scheduling.
Assists in recommending the selection and retention of teachers, assistants, and secretaries to ensure efficient and effective staff personnel functions.
Assists in supervising, organizing, and implementing student registration programs and systems.
Assists in supervising the recordkeeping of the student discipline and cumulative information to ensure students meet graduation requirements.
Works with students in areas concerning discipline at school and school sponsored activities through meetings, conferences, and interpreting handbooks.
Assists in establishing and maintaining an effective middle school public relations program.  Coordinates with the School Board, Superintendent of Schools, Director of Educational Services, and other School District departments and committees to achieve this goal.
Works with and acts in the capacity of liaison with various local welfare and protection agencies in order to improve the general welfare of individual students.
Assists in coordination and supervision of support staff, i.e., cooks and custodians, in order to facilitate the proper administration of the school building.
Other job related duties as assigned.

School Psychologist

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

Location: Chisago Lakes High School

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

Occupational Therapist

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Occupational Therapist
**$5,000 signing bonus provided**

Position Location: This full time (1.0 FTE) Occupational Therapist will serve Chisago Lakes and North Branch

Position Purpose:
School-based occupational therapists (OTs) use meaningful activities (occupations) to help children and youth participate in the educational activities they need and/or want to do in order to promote physical and mental health and well-being. Using a collaborative model, school-based occupational therapy addresses the physical, cognitive, psychosocial and sensory components of performance. OTs focus on supporting student growth in academics, play and leisure, social participation, self-care skills (Activities of Daily Living (ADLs)), and transition/work skills. The OT’s expertise includes activity and environmental analysis and modification with a goal of reducing the barriers to participation. Occupational therapy is provided through a collaborative model in schools.

Essential Duties:

  • Identification, Screening and Evaluation
    • Conduct in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decisions
    • Complete informal screening of students whose parents or teachers express concerns regarding a student’s fine motor, sensory, functional or self-regulation needs
    • Conduct school-based evaluations for students ages three through 21 suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
    • Facilitate procurement and review of appropriate medical records, as applicable
    • Interpret results of motor assessments to determine the effect of fine motor impairments and/or sensory or self-regulation deficits on a students’ ability to learn and access the educational setting
    • Complete relevant portions of evaluation summary reports, including the documentation of evaluation results and present levels, the identification of educational needs, and, when appropriate, additions and modifications necessary to promote adequate progress and access to the general curriculum
  • Service Delivery
    • Develop therapeutic strategies and accommodations specific to the student’s needs
    • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
    • Incorporate self-regulation strategies to promote readiness for learning
    • Provide direct and indirect OT services to infants and toddlers, ages birth to three, in home setting throughout the calendar year
    • Provide direct and indirect OT services to students ages three through 21 throughout the school year
    • Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
    • Maintain proper documentation of service, in accordance with state and federal requirements
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible instructional materials, as needed
  • Consultation and Collaboration
    • Assist in Individualized Education Program (IEP) planning for students with physical disabilities, differences in sensory awareness, and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to Occupational Therapy service, and determining appropriate accommodations, modifications, and supports
    • Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the Minnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
    • Participate in planning and procedural committee meetings at SCRED
    • Advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified
    • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
  • Professional Learning
    • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of the use and care of specialized equipment, curriculum materials, self-regulation, and motor strategies, and environmental modifications
    • Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
    • Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested
    • Develop resources pertinent to occupational therapy services when the need for such resources is identified
    • Actively participate in the regional OT community of practice (COP) as well as other relevant state or regional professional learning opportunities
  • Other Duties
    • Performs other duties as assigned

Academic Services Coordinator

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Location: Exact districts of assignment to be determined upon hire

Position Purpose:
The Academic Services Coordinator position assists SCRED member districts in implementing a continuum of academic support for all students within a Multi-Tiered System of Supports (MTSS). 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 instruction designed to meet their needs in their least restrictive environment. This position provides targeted support to member districts with regard to academics, including literacy and math.

Essential Duties:

  • Collaboration & Consultation
    • Collaborate with district, building, and/or grade level teams to review the effectiveness of instruction and foster continuous improvement using student outcome data
    • Provide on-site coaching and support for the implementation of evidence-based Academic practices across all 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 who have Specific Learning Disabilities (SLD) and their educational needs
    • Support staff in the development of IEPs that are designed to meet the unique literacy and math needs of students with SLD
    • Consult with general and special education staff regarding students who are not responding to instruction and/or 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
    • Collaborate with IEP teams to develop effective programs for students with significant and unique literacy and math needs
    • Provide guidance to member districts around state academic requirements
  • Professional Learning
    • Engage in professional learning opportunities aligned with identified goals/needs to inform professional learning opportunities related to academic programming
    • Develop professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with identified goals/needs and messaging across districts and service areas
    • Develop the professional learning plan and budget for the Academic Services and Outcomes service areas in collaboration with Academic Services Team
    • Facilitate professional learning using effective adult learning strategies on a variety of academic topics, including the implementation of a Multi-Tiered System of Supports (MTSS), assessment, instruction, inclusion, accessibility, and program evaluation
    • Provide on-site coaching and support to enhance implementation of best practices in academic instruction
  • Coordination of Service Delivery
    • Provide implementation assistance to member districts in regard to MTSS (e.g., data facilitators, problem-solving teams, grade/department level teams, case managers, school psychologists, administrators)
    • Facilitate the implementation of best practices in academic 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 academic-related needs that can be shared across districts
    • Support teams in planning for transitions of students with literacy and math needs between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Facilitate stakeholder (e.g., superintendents, principals, curriculum directors, GOM coordinators) involvement and decision-making for database systems and screening/progress monitoring assessments
    • Coordinate the use of database systems for effective MTSS implementation
    • Support districts in meeting child find requirements related to the implementation of Scientific Research-Based Interventions
    • Provide work direction to the Outcomes Coordinator and the administrative assistant supporting the Academic Services Team
  • Other Duties as Assigned
    • Perform other duties as assigned

Low Incidence Services Coordinator

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Districts of Assignment: Chisago Lakes, Rush City, and Pine City

Position Purpose:
The Low Incidence Services Coordination position assists SCRED member districts in implementing a continuum of supports for students with low incidence disabilities.  Low incidence disabilities include: Moderate to Severe Autism, Deaf and Hard of Hearing, Blind or Visually Impaired, Deaf-Blind, Physically Impaired, Other Health Disabilities, Traumatic Brain Injury, Developmental Cognitive Disabilities, and Severely Multiply Impaired.

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 instruction designed to meet their needs in their least restrictive environment.

Essential Duties:

  • Collaboration & Consultation
    • Provide on-site coaching and support for the implementation of evidence-based instructional practices within the tertiary prevention level of a Multi-Tiered System of Supports (MTSS) framework
    • Guide staff in the creation of special education evaluation plans that equip teams to identify infants, toddlers, and students who have low incidence disabilities and their educational needs
    • Support staff in the development of IFSPs and IEPs that are designed to meet the unique communicative and functional needs of students with low incidence disabilities
    • 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 IFSP and  IEP teams for students with significant and unique low incidence-related needs
    • Collaborate and provide consultation services regarding assistive technology and 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 low incidence 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 low incidence-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
    • Provide on-site coaching and support to enhance implementation of best practices in low incidence
  • Coordination of Service Delivery
    • Provide leadership, guidance, and work direction to the SCRED Low Incidence team on a regular basis to promote continuity of service, including meeting facilitation, coordination of joint tasks, problem solving for specific student cases or programming, and professional growth opportunities
    • Facilitate the implementation of best practices in low incidence-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 low incidence-related needs that can be shared across districts
    • Facilitate the distribution of Collaborative Planning funds for low incidence-related needs
    • Support teams in planning for transitions of students with low incidence disabilities between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in the regional Development Cognitive Disability and Assistive Technology Communities of Practice
    • Assist administration in coordinating the activities of SCRED’s itinerant special education teachers and related service providers
    • Provide work direction to the administrative assistant supporting the low incidence services area
  • Other Duties as Assigned
    • Perform other duties as assigned