MASA Jobsite Online

Minnesota Association of School Administrators

East Central

Coaching Positions

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Fall Season:  Co-Head Football / Varsity Assistant Football

Winter Season:  C-Team Boys Basketball / Head Girls Basketball / Varsity Assistant Girls Basketball

Spring Season:  Head Softball

These positions will be responsible for providing leadership, supervision and coaching instruction for our high school athletic programs. Qualifications include ability to communicate effectively both orally and in writing, demonstrate professionalism, foster a positive environment, and have working knowledge of program regulations. Skills in managing individual, group, organizational interactions, problem resolution and maintaining the safety and well-being of our student-athletes.

Please contact Activities Director Lee Rood at 320-358-4795 or [email protected] with questions. Positions are open until filled.

School Psychologist

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

Position Location: Chisago Lakes Primary School (Early Childhood, K-1)

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

Accountant/Grant Coordinator

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Rush City Schools is seeking a part time, 20 hours per week, Accounting/Grant Coordinator to start immediately. This position supports the Business Manager and performs accounting, audit, grant, marketing, and administrative duties. Primary duties include posting data to various accounts, reconciliation and reporting of internal and financial accounts, researching, submission, and monitoring of new and existing Federal, State and local grants. Provides marketing support for the school district, aquatic center and community education programs as directed by the Business Manager. Other duties of a similar nature may also be assigned. Candidates must have excellent organization, written and verbal communication skills, and the ability to fulfill Rush City Schools mission statement.

Salary is based upon experience/qualifications. Applications accepted until the position is filled.

Contact Kerstin Quigley with questions, [email protected] or 320-358-1392.

Interventionist

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CE Jacobson Elementary School is seeking an Interventionist – certified elementary teaching position (reading and math) for the 2022-2023 school year. The purpose is to provide instruction to assist students who need additional academic support to succeed in the general education environment. This position is part of our Multi-Tiered Systems of Support to provide evidence-based academic interventions. The ability to handle data accurately and efficiently is a must. This position will present outcomes monthly to all stakeholder groups. This position will provide academic interventions for students in grades K-6 who are identified as high risk. Elementary education licensure preferred.

Contact Elementary School Principal Alicia Nelson 320-358-1362 or [email protected] with questions.

This position is open until filled.

Special Education Due Process Specialist

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Meeker & Wright Special Education Cooperative #0938

Date Posted: May 27, 2022

Position Title: Special Education Due Process Specialist, 1.0 FTE

Assignment Location: MAWSECO Programs including Village Ranch Alternative Program, Cokato, MN, and Cornerstones, and Eastern Wright Programs located in Buffalo, MN

Hours per Day: 8.0

Schedule: 182 day contract per school calendar

Anticipated Start Date: August 15, 2022

Salary: Placement per the teacher contract, based on education and experience

 

POSITION OVERVIEW:

The Special Education Due Process Specialist works collaboratively with the special education staff at several locations to facilitate the development of evaluations, individualized education plans, and other due process paperwork that meet state and federal special education rules and regulations. The Due Process Specialist conducts evaluations/reevaluations and assists in the planning, assessing, developing, monitoring and implementing of special education due process procedures in MAWSECO programs. Travel is required. Valid driver’s license required.

ABOUT VILLAGE RANCH:

Village Ranch Alternative Program (VRAP) is located in Cokato, MN and is an educational facility on the grounds of the Village Ranch, Inc. group home. The educational program provides a flexible, safe environment in which students can experience educational success. Students attending VRAP range from 12-18 years of age and some have pre-identified disabilities in the area of Emotional Behavioral Disorders (EBD) or Specific Learning Disabilities (SLD), or have other learning difficulties. VRAP’s goal is to transition students with academic, behavioral and/or emotional difficulties to successful integration into mainstream educational and/or work opportunities.

 

ABOUT CORNERSTONES:

Cornerstones is a therapeutic setting IV, multi-school district program located at the Wright Technical Center in Buffalo, MN and managed by MAWSECO. This program serves adolescents, grades 7-12 with EBD needs that cannot be met within their home school district. Students coming to Cornerstones are first assessed by the Nystrom and Associates staff to determine the level of services needed. Nystrom and Associates staff develop a treatment plan for Cornerstones school and mental health services and social skills training provided by Nystrom and Associates. Nystrom and Associates services  are provided during the school day, but are not  part of school programming.

 

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.