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Minnesota Association of School Administrators

East Central

COMPASS School Advocate

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Summary/Objective

A School Advocate serves as a member of COMPASS Regional Teams and provides support to schools identified through the Minnesota State Accountability system.

Essential Functions

Reasonable accommodations may be made to enable individuals with disabilities to perform the

essential functions.

Statewide Team Responsibilities

  • Work under the guidance of Lead Advocates and the COMPASS School Improvement Supervisor to meet federal ESSA school improvement and reporting guidelines.
  • Serve as a member of a Statewide School Advocate team.
  • Collect regional data to inform progress on statewide school improvement goals.
  • Develop and continuously improve coaching capacity, school improvement expertise, and knowledge of the MnMTSS continuous improvement framework and culturally responsive practices through attendance at all required training and meetings.

Minnesota Service Cooperative Responsibilities

  • Serve as a school improvement specialist on a regional COMPASS team.
  • Collaborate with Regional COMPASS team colleagues to provide an additional layer of coaching and on-site support to schools in the implementation of evidence-based programs and practices to improve outcomes for students in TSI and CSI schools.
  • Ensure support provided to identified schools is coherent and aligned with MnMTSS and culturally responsive school leadership practices.

School Responsibilities

  • Build the capacity of school leaders and school leadership teams to lead continuous improvement at the school level.
  • Support school leadership teams to engage in a continuous improvement cycle:
    • Conduct a robust comprehensive needs assessment.
    • Develop, implement, monitor, and adjust a School Improvement Plan.
    • Support the identification and implementation of evidence-based practices within the MnMTSS framework.
  • Support the development of effective school leadership teams and data-based decision-making processes.

Competencies

  1. Experience within a K-12 education setting
  2. Thorough understanding of pedagogy and best practices within education
  3. Understanding of adult learning principles
  4. Ability to function cooperatively as a member of a team
  5. Ability to reflect on and continuously improve professional practices in response to coaching
  6. Experience with group facilitation
  7. Experience addressing educational inequity in previous positions
  8. Experience with effective implementation practices and systems change
  9. Ability to adapt to and work with a variety of school contexts
  10. Ability to create a collaborative partnership with educators
  11. Experience with Universal Design for Learning
  12. Excellent organizational skills and attention to detail
  13. Creative analytical and problem-solving skills
  14. Effective written and verbal communication skills
  15. Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
  16. Ability to show initiative in resolving problems
  17. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
  18. Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
  19. Ability to conduct oneself in a professional and customer service-based manner at all times
  20. Proficient in the use of G-Suite applications and online learning platforms
  21. Proficiency in adapting to new software and digital tools

Education and Experience
Bachelor’s degree in education, school psychology, or a related field

  • Minimum of five years experience in a PreK-12 School System
  • Current teaching license
  • Valid MN Driver’s License

Environment & Physical Demands

This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

This is a 1.0 FTE, 260-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

Competitive salary and benefits, including TRA and a flexible work environment.

Elementary Regional Literacy Network Coach

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Summary/Objective

A Regional Literacy Network Coach is an MDE-funded service cooperative employee who serves as a member of the Statewide Regional Literacy Network and provides support for regional implementation of the READ Act.

To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.

The person hired as a Regional Literacy Coach will be committed to addressing historical and persistent inequities in opportunities and outcomes for students of color and students with disabilities, will be responsible for strengthening educator capacity to deliver evidence-based literacy practices in Tier 1 (core) instruction through the Regional Literacy Network (RLN) Coaching Model to move all students toward literacy grade level proficiency, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed.

Essential Functions

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Regional Literacy Network Team Responsibilities

  • Commitment to the Minnesota Department of Education’s (MDE) implementation of the READ Act with a focus on promoting proficiency in literacy for all students.
  • Build the capacity of educators to implement evidence-based structured literacy practices under the direction of MDE in partnership with CAREI.
    • Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
    • Utilize change management strategies while supporting district lead and/or coaches to implement evidence-based literacy practices with their educators and students.
  • Collaborate with the Regional Literacy Network Lead to build processes and procedures for implementing the READ Act legislation with a primary focus on the RLN Literacy Coaching of evidence-based structured literacy practices.
    • Participate in the training and coaching support of the RLN Coaching model
    • Consult with principals, instructional leaders or literacy coaches, and teaching staff in schools and districts to analyze their needs and problem-solve for practical solutions.
    • Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to participating schools and districts.
    • Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
  • Support organizational equity goals and employ strategies to increase diversity, equity, and inclusion in all job responsibilities.

 Minnesota Service Cooperative (MSC) Responsibilities

  • Serve as a Regional Literacy Network Coach on the regional COMPASS team. Collaborate with colleagues to ensure support is provided across all areas related to literacy.
  • Collect and analyze regional knowledge and capacity data to identify support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
  • Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned with the READ Act.

 School Responsibilities

  • Support site-level coaching in PK-12 settings for implementation of evidence-based Structured Literacy practices.
  • Provide site-level support in classroom data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
  • Provide site-level support in interventions and screening.
  • Effectively identify the needs of assigned sites to prioritize, schedule, and organize support so that every student achieves grade-level reading proficiency every year.
  • Provide appropriate literacy support to sites so there can be a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for each student.
  • Other duties as assigned.

Competencies

  1. Understanding of pedagogy and best practices within education
  2. Understanding of adult learning principles and group facilitation
  3. Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
  4. Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
  5. Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
  6. Ability to function cooperatively and collaboratively with colleagues and educators
  7. Ability to reflect on and continuously improve professional practices
  8. Ability to adapt to and work with a variety of school contexts
  9. Excellent organizational skills and attention to detail
  10. Creative analytical and problem-solving skills
  11. Effective written and verbal communication skills
  12. Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
  13. Ability to show initiative in resolving problems
  14. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
  15. Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
  16. Ability to conduct oneself in a professional and customer service-based manner at all times
  17. Proficient in the use of office applications and online learning platforms

Education and Experience
Bachelor’s degree in education, school psychology, or a related field

  • At least 5-7 years experience in elementary education
  • Successful completion (or near completion) of one of the three approved trainings: EC LETRS, LETRS K-3, OL&LA, and/or CAREIALL
  • Current teaching, administrative, or related field license (including SLP)
  • Minimum five years of teaching experience
  • Valid MN Driver’s License

Preferred Education and Experience

  • Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
  • Certified Facilitator or Trainer in one of the three approved trainings: EC LETRS, LETRS K-3, OL & LA, and/or CAREIALL

Environment & Physical Demands

This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

This is a full-time, 260-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

Competitive salary and benefits, including TRA and a flexible work environment.

Substitute – Teacher, Paraprofessional, Custodial, Food Service Worker, Clerical

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Substitute Teacher, Paraprofessional, Custodial, Food Service Worker or Clerical – Positions vary per district *Pay range also varies district to district. Teacher rates are paid Full Day/Half Day scale and all other roles rates are paid on an hourly scale. *

 

Ready for a new work purpose? Become a substitute to inspire the next generation – all on your own schedule!

 

Teachers On Call, a Kelly Education Company, is hiring for substitutes within your local school district! Apply today to be ready for the start of the 2024-2025 school year!

 

Become a substitute.

· Positively impact the education of students in your own community.

· Feel good about the work you do.

· Earn steady income through short- and long-term substitute positions.

· Enjoy work-life balance.

· Build a work schedule that works for you and your life.

· Select your favorite schools, subjects, and grade levels to inspire.

 

Substitute Teacher Responsibilities:

·         Assume duties of the classroom teacher in accordance with school district lesson plans, school rules, and Kelly policies. This includes:

·         Leading instruction in the classroom by conducting the teacher’s existing lesson plans

·         Teaching students on a variety of classroom topics/courses

·         Building positive relationships

·         Assigning reasonable tasks and homework

·         Empower students to learn, and encourage classroom participation

·         Create a classroom environment that’s conducive to learning and appropriate to the maturity and interests of students

·         Adapt to the various learning styles of students

·         For long-term assignments, it may be required to develop lessons plans, as well as create, administer, and grade tests and assignments

 

Substitute Paraprofessional Responsibilities:

·         Provide classroom assistance to the district/school teacher and support to the general education or special needs students.

·         Ensure adequate supervision of students and classroom environment to assure health, welfare, and safety of students.

·         Assist students in transition to and from classrooms, as needed

·         Understand, address, and be attuned to the needs of each student, recognizing differences in their abilities and cognitive levels

 

Substitute Food Service Responsibilities:

 

·         Assist in providing food service preparation and services to students, and other kitchen related duties, under the direction of School personnel

·         Follow all food safety and storage rules

·         Follow all established sanitation procedures

·         Operate all mechanical kitchen equipment correctly and safety

Assist in money and meal accountability
Cooperate with the School staff to provide a positive and inviting dining experience for students and faculty
Substitute Custodian Responsibilities:

Assist in providing cleaning, maintenance, and other custodial care services to the building and school grounds
Follow the Schools’ cleaning and sanitation rules and procedures
Implement proper care, use, and safety of chemicals and equipment
 

Perks you’ll enjoy as a substitute:

· Free ongoing professional development to keep your skills sharp

· Weekly pay

· ACA-compliant health plan and other health options available for purchase, which may include: medical, dental, and vision

· Group insurance options*

· Free employee wellness program

· 401(K) Plan

· Paid Sick Leave dependent on state, county, or city requirements

· *Offered and administered by Enroll VB. These plans are not sponsored by Kelly.

· Learn more here: https://www.mykelly.us/us-mykelly/perks/

 

Next steps:

· Apply directly on our website to get started right away: https://www.teachersoncall.com/talent/apply-now.

· Reach out to a recruiter right away with any questions at [email protected]

· If you know someone who would make a phenomenal substitute, share this job. We are always looking for more role models!

 

Our commitment to you:

It is the policy of Kelly Education to provide equal employment opportunity in recruitment, selection, training, compensation, promotion, job transfer, and assignments. We only base employment decisions on valid job requirements. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform crucial job functions, and to receive other benefits and privileges of employment.

Virtual School Psychologist

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Virtual School Psychologist

Position Purpose  
Virtual school psychologists provide direct support and leadership in completing special education evaluations to determine learner eligibility and/or continued need for specialized services.

Essential Duties

  • MTSS Implementation
    • Facilitate special education evaluations
    • 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
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Facilitate and coordinate 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
    • 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
  • Special Education Coordination
    • Facilitate special education evaluations
    • 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
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Facilitate and coordinate 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
    • 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
  • Academic Assessment and Services
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • 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
  • Other Duties
    • Perform other duties as assigned

Adult Basic Education (ABE) Instructor

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Adult Basic Education (ABE) Instructor

Position Purpose:
This position has a Math Focus. Adult Basic Education (ABE) Instructors are responsible to plan, implement, and assess curriculum for ABE students. This includes, but is not limited to: General Educational Development (GED), English as a Second Language (ESL), US Citizenship, Adult Diploma, digital literacy, workplace skills, career and post-secondary planning, basic literacy and numeracy. Instructors will help monitor and improve student and program outcomes.

Essential Duties:

  • Curriculum and Instruction
    • Provide direct instruction in ABE content areas
    • Select and develop curricula which motivates and reflects the goals, needs, interests and expectations of the learner
    • Direct volunteers as needed
    • Facilitate volunteer literacy tutors/student matches
    • Establish and maintain an appropriate environment for adult learning
    • Demonstrate organizational skills for managing multi-level classrooms?
  • Advising, Mentoring, and Counseling
    • Create and update individual learner plans and goals based on knowledge of adult student characteristics
    • Provide intake, evaluation, referral, placement and support for adult learners who contact the program
    • Design and implement a program that promotes student retention and goal attainment
  • Program Promotion
    • Seek out opportunities to promote the program
    • Participate in existing program promotion activities
    • Act as a representative of the program in the community
  • Data Management and Accountability
    • Maintain all registration and attendance data for ABE reporting requirements
    • Collect and monitor student data per MDE requirements
  • Professional Development
    • Attend district staff meetings and consortium meetings
    • Participate in regional and state in-service training
    • Complete all current/required state and district training
  • Other Duties
    • Perform other duties as assigned

School Social Worker

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School Social Worker
**$5,000 signing bonus provided**

Position Location: Pine City Elementary School

Position Purpose:
The School Social Worker position brings unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy. School social workers are instrumental in furthering the mission of the schools, which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district’s ability to meet its academic mission, especially where home, school, and community collaboration is the key to achieving student success.

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
    • Collaborate with the county, school district, and education district to implement a screening process to promote early intervention with students at-risk for mental health problems
    • Participate in the Student Assistance Team (SAT), Problem Solving Team (PST), Student Support Team (SST) and/or other data team meetings within the building(s) of assignment
    • Collect information to identify and analyze problems and develop, implement, and evaluate intervention plans
    • 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
  • Social Emotional Learning Assessment and Services
    • Complete screenings to assist students, families and school staff in determining appropriate social emotional and/or mental health supports, both internally and through outside agencies
    • Support families in arranging for services from an outside agency and gather relevant school information to assist in evaluating the effects of treatment as requested
    • Provide direct Social Emotional Learning (SEL) services to individuals, small groups, classrooms, or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Assist in the design and delivery of Extended School Year services for students on IEPs who have mental health needs
    • Provide SEL-related education and consultative services to school staff and families
    • 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 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
    • Plan and implement professional learning opportunities regarding SEL at SCRED and building(s)/district of assignment as requested
  • 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
  • School Engagement
    • Assess students’ levels of engagement/withdrawal by monitoring risk factors such as attendance, tardiness, behavioral referrals, poor academic performance, and in-school or out-of-school suspensions
    • Respond on a regular basis to students’ educational needs according to their type and level of risk for disengagement from school
    • Provide regular feedback to students and families about their overall progress in school and in relation to specific risk factors
  • Other Duties as Assigned
    • Perform other duties as assigned