MASA Jobsite Online

Minnesota Association of School Administrators

East Central

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.

School Psychologist 1.0 FTE

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Description: Performs professional work preforming diagnostic evaluation of students, assessing and interpreting intellectual, social and/or emotional development, conducting consultations, preparing and maintaining files and records, and related work as apparent or assigned.  Work is performed under the limited supervision of the Special Services Director.

Job Summary:

Conducts student assessments; interprets assessment results; provides educational plan based on assessment.

Participates in meetings involving assessment planning, assessment result dissemination, program planning, disability determination and progress review.

Provides pre-referral consultation to educational staff by assisting with designing student interventions for those having academic or behavioral issues.

Consults with community agencies and professionals coordinating care and enhancing service quality and program planning for children in school.

Maintains updated information regarding community resources; assists parents in pursing services outside the school setting when appropriate.

Serves as a consultant to administration, educational staff and parents for issues and policies impacting the psychological well being of children.

Provides crisis intervention counseling across the district when necessary.

Participates in planning and implementing special education assessments and re-assessments determining if students are eligible for special education services.

Consults with regular and special education personnel on programming for students with disabilities; ensures compliance with state and federal guidelines.

Attends workshops; develops and provides training, keeps abreast of current literature and studies.

Resource Special Education Teacher 1.0 FTE

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Job Summary:
The Resource Special Education Teacher provides specialized instruction and support to students with disabilities in a resource room or inclusion setting. They collaborate with general education teachers, parents, and support staff to ensure students meet their individualized education program (IEP) goals and access the general curriculum effectively.

Key Responsibilities:
Instruction & Support:
Provide direct instruction to students with disabilities primarily setting I-II services, in small-group, co-teaching,  or one-on-one settings.
Develop and implement individualized learning plans based on students’ IEPs.
Adapt and modify curriculum to meet diverse learning needs.
Use various teaching strategies, including multi-sensory techniques, differentiated instruction, and assistive technology.
Collaboration & Communication:
Work closely with general education teachers to implement inclusive practices.
Communicate regularly with parents, providing updates on student progress and IEP goals.
Coordinate with speech therapists, occupational therapists, and other support staff to ensure comprehensive services.
IEP Development & Compliance:
Participate in IEP meetings and assist in developing goals and accommodations.
Collect data and monitor student progress to adjust instruction accordingly.
Ensure compliance with federal, state, and district special education regulations.
Behavior & Classroom Management:
Implement positive behavior support strategies.
Address student behavior issues with appropriate interventions and documentation.
Foster a safe, supportive, and inclusive learning environment.