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Minnesota Association of School Administrators

East Central

Principal, Elementary

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POSITION:

Principal, Elementary

TYPE OF POSITION:

225-Day Contract

QUALIFICATIONS:

Required

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

3-5 years of experience in a licensed elementary teaching position or other school-based position
Experience with English Learners and Special Education programs, processes, and compliance
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.

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.
Implement a differentiated instructional program that ensures all learners have access to challenging, rigorous coursework.
Ensure all students have access to grade level standards.
Increase opportunities for students to envision their futures, explore careers, and prepare for college.
Provide professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Maintain a systematic process to analyze student and program outcome data, adapt the school program to meet changing needs, and abandon 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.
Administer and support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Prepare and administer budget for building and grounds, general fund, capital outlay, and personnel in alignment with the district mission and core values.
Manage the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Supervise all certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Supports extended day and extended year programming that meets the needs of a racially and culturally diverse student body.
Align efforts with the District Mission, Core Values, and Strategic Plan.
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.
Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of 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.
Design and implement 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.
Other Duties as Assigned

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 model and to promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and 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 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.

School Psychologist

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

Position Location: Pine City Elementary and Early Childhood

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

Physical Therapist

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Physical Therapist – .8 FTE
**$5,000 Signing Bonus**

Position Purpose  
The school Physical Therapist (PT) provides instructional support by collaborating with general education and special education staff regarding adaptations and modifications to educational equipment, instruction, or the instructional environment that may help students with physical disabilities reach their special education goals related to functional mobility and environmental access.

Essential Duties

  • Identification, Screening and Evaluation
    • Complete in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decision
    • Complete informal screening of students whose parents or teachers express concerns regarding a student’s gross motor abilities
    • Complete 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 notes, as applicable
    • Interpret results of motor assessments to determine the effect of physical impairments on a students’ ability to learn and access the educational setting
    • Complete relevant portions of evaluation summary reports, including the documentation 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
    • Provide direct and indirect occupational therapy services to infants and toddlers, ages birth to three, in a home setting throughout the calendar year
    • Provide direct and indirect PT 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 requirement
      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 and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to PT 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)
    • Assist educational team with the development of evacuation plans for students who require them and provide training on proper use and storage of evacuation equipment
    • 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, motor and positioning 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 PT services when the need for such resources is identified
    • Actively participate in the regional PT community of practice (COP) as well as other relevant state or regional professional learning opportunities
  • Other Duties
    • Perform other duties as assigned

Services Coordinator

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Services Coordinator

Position Purpose:
The Services Coordinator position assists SCRED member districts in implementing a continuum of support for students with Low Incidence (LI) Disabilities, including Autism Spectrum Disorders (ASD). 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 LI Disabilities/ASD and their educational needs
    • Support staff in the development of IFSPs and IEPs that are designed to meet the unique communicative and behavioral needs of students with LI Disabilities/ASD
    • 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 LI Disabilities/ASD-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 opportunities aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities related to LI Disabilities/ASD 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 LI Disabilities/ASD-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 LI Disabilities/ASD
  • Coordination of Service Delivery
    • Facilitate the implementation of best practices in LI Disabilities/ASD-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 LI Disabilities/ASD-related needs that can be shared across districts
    • Facilitate the distribution of Collaborative Planning funds for LI Disabilities/ASD-related needs in conjunction with other service areas
    • 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 LI Disabilities/ASD between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in the regional Low Incidence/ASD Community of Practice
    • Provide work direction to the administrative assistant supporting the LI Disabilities/ASD services area
  • Other Duties as Assigned
    • Perform other duties as assigned

MTSS Coordinator / Instructional Coach

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MTSS Coordinator / Instructional Coach

Rush City Schools is seeking a full-time MTSS (Multi-Tiered Systems of Support) Coordinator (.5) / Tier 2 and 3 Instructional Coach, (.5) to work with students in Preschool through 12th grade to begin the 2022-2023 school year. Experience with MTSS and teaching and coaching staff on instructional practices is preferred. Hours will be typical school days aligned with the Teachers Master Contract. Salary is based upon experience/qualifications. The ideal candidate should have the ability to develop and execute long term goals and objectives; make administrative decisions in accordance with applicable laws, ordinances, regulations and school system policies and procedures; organize workflow and coordinate activities; make oral presentations before large or small audiences; research data and compile narratives or reports from information gathered. Contact Principal Alicia Nelson at 320-358-1362 or [email protected] with questions.

This position is open until filled and applications will be reviewed as they are received.

High School Special Education Teacher

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We currently have a full-time position to fill for the 2022-2023 school year. This position is working with students in 7th-12th grade at our High School.

Duties and Responsibilities:
Create a program and learning environment that provides specialized instruction for students with unique needs, such that the students benefit from the general education curriculum to the greatest extent possible. Provide instruction to assigned students implementing IEP’s (Individual Educational Plans), and prepare academic materials for students following approved curriculum. Write IEP’s and Due Process Reports in accordance with MDE regulations. Identify the needs of assigned students with disabilities through formal and informal assessments. Communicate with students, parents and staff on a regular basis on student progress. Attend department, school, and parent meetings. Other job-related duties as assigned.

This position is open until filled and applications will be processed as they are received.