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Minnesota Association of School Administrators

East Central

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.

Occupational Therapist 1.0 FTE

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Description:  The Occupational Therapist functions as a service provider to assist students in achieving the goals and objectives identified on student Individual Education Plans (IEP).

Job Summary:

1.         Attend parent conferences and meetings as requested to assist in development of Individual Education Plans (IEP)
2.         Assess the fine/gross motor skills of students and determine skill deficits.
3.         Identify the skill needs of students who have fine/gross motor skill discrepancies that require remediation.
4.         Provide remediation or adaptations targeted directly on the skill(s) deficit(s) in the areas of fine/gross motor.
S.         Consult with and/or instruct others who may carry out recommended activities to assure that student needs are met.
6.         Provide “educational”/functional activities relative to physical growth and development, with emphasis on fine motor and sensory needs in order to provide for the educational needs of the student.
7.         Work in a direct instructional mode to provide activities which relate directly to the student’s skill deficit.
8.         Other job related duties as assigned.

Center-Based Special Education Teacher (Shine) 1.0 FTE

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Job Summary:
The Center-Based Special Education Teacher is responsible for designing and implementing individualized educational programs (IEPs) for students with special needs in a structured, center-based setting. This role involves collaboration with multidisciplinary teams, adapting curriculum to meet diverse learning needs, and fostering a supportive environment that promotes academic, social, and emotional development. The Shine program is designed to support students with educational needs in functional and academic skills, with instruction provided across various settings, including classrooms, the community, and job sites.

Key Responsibilities:
Instruction & Curriculum Development:
Develop and implement individualized lesson plans aligned with students’ IEP goals.
Modify curriculum and instructional methods to meet the diverse learning needs of students with disabilities.
Utilize evidence-based teaching strategies, assistive technology, and specialized instructional materials.
Assess student progress regularly and adjust instruction accordingly.
Classroom & Behavior Management:
Establish a structured, supportive, and engaging classroom environment.
Implement positive behavior support strategies and individualized Behavior Support Plans (BSP).
Maintain a safe and inclusive learning space for students with varying disabilities.
Collaboration & Communication:
Work closely with paraprofessionals, itinerants, and other support staff to meet student needs.
Communicate regularly with parents/guardians regarding student progress and IEP goals.
Participate in IEP meetings, evaluations, and interdisciplinary team discussions.
Compliance & Documentation:
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.

Center-Based Special Education Teacher (Aspire) 1.0 FTE

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Job Summary:
The Center-Based Special Education Teacher is responsible for designing and implementing individualized educational programs (IEPs) for students with special needs in a structured, center-based setting. This role involves collaboration with multidisciplinary teams, adapting curriculum to meet diverse learning needs, and fostering a supportive environment that promotes academic, social, and emotional development.

Key Responsibilities:
Instruction & Curriculum Development:
Develop and implement individualized lesson plans aligned with students’ IEP goals.
Modify curriculum and instructional methods to meet the diverse learning needs of students with disabilities.
Utilize evidence-based teaching strategies, assistive technology, and specialized instructional materials.
Assess student progress regularly and adjust instruction accordingly.
Classroom & Behavior Management:
Establish a structured, supportive, and engaging classroom environment.
Implement positive behavior support strategies and individualized Behavior Support Plans (BSP).
Maintain a safe and inclusive learning space for students with varying disabilities.
Utilize data from Functional Behavioral Assessments to facilitate the creation and implementation of effective Behavior Support Plans (BSP).
Collaboration & Communication:
Work closely with paraprofessionals, itinerants, and other support staff to meet student needs.
Communicate regularly with parents/guardians regarding student progress and IEP goals.
Participate in IEP meetings, evaluations, and interdisciplinary team discussions.
Compliance & Documentation:
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.

Blind/Vision Impaired Teacher 1.0 FTE

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Description:  The Teacher develops material and lesson plans, conducts classroom instruction and evaluates and assess student performance. The incumbent meets with parents, interprets student progress, and informs parents/guardians about student strengths, weaknesses, and progress.

Job Summary:
1.    Plans instruction and other student support activities, including the establishment of overall goals and priorities, lesson plans, classroom activities (i.e., laboratory experiments, media presentations, etc.) and daily lesson plans, as applicable to the teacher’s particular assignment. Such plans should be consistent with the School District/department goals and objectives; should consider the needs and abilities of the students; and should incorporate basic components of lesson design, as appropriate. Reviews, selects, and modifies materials and resources consistent with instructional objectives and students’ participation so that lesson plans and instructional materials developed are consistent with School District/department goals and objectives.
2.    Provides instruction to students in a manner which incorporates essential elements of instruction, i.e., teaching specific objectives, teaching at appropriate levels of difficulty, including methods of extending students’ thinking, uses techniques to monitor student progress and adjusts instruction accordingly, and correctly employs various principles of learning so that classroom instruction effectively meets the needs of students consistent with School District objectives.
3.    Establishes behavior expectations and maintains student control in the classroom, on school premises, and/or in school activities by communicating expectations for appropriate behavior. Provides structure and consistency and encourages student responsibility, cooperation, and mutual respect in a manner consistent with School District policies and procedures and legal requirements so that the learning environment is successful.
4.    Participates in parent/teacher conference. Maintains grade book to demonstrate student strengths, weaknesses, and/or problems that the student may be experiencing in the classroom so that parents are informed of student’s strengths, weaknesses, problems, and progress.
5.    Collaborates with other professional staff regarding the needs of students by communicating accurately, preserving confidentiality of information, and sharing best teaching practices and new teaching techniques or procedures available so that effective professional work relationships properly meet the needs of students.
6.    Develops student tests and evaluates results. Determines student grades for instructional units and reports grades to parents at School District assigned time.
7.    Develops and maintains adequate knowledge of the subject(s) taught or support service rendered and demonstrates an understanding of how the subject(s) or support services fit into the overall School District and department philosophy, objectives, and curriculum in order to maintain professional competency in assigned subject matters.
8.    Pursues professional development activities to broaden and deepen knowledge of content and teaching skills and continually identifies professional needs and develops strategies to meet these needs so that there is optimum professional growth and development of teaching skills.
9.    Records and maintains proper records in order to provide accurate information.
10.  Other job related duties as assigned.

School Psychologist

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School Psychologist
**$5,000 Signing Bonus**

Position Location: Chisago Lakes Education Center – Setting IV Program
Note: This position is open as of March 12, 2025, seeking an applicant to start as soon as practicable, which could be yet during the 2024-25 school year or August 2025.

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