MASA Jobsite Online

Minnesota Association of School Administrators

East Central

Elementary Academic Services Coordinators

by

Elementary Academic Services Coordinator

Position Purpose:
The Elementary Academic Services Coordinator position assists SCRED member districts in implementing a continuum of academic support for all students within a Multi-Tiered System of Supports (MTSS). 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. This position provides targeted support to member districts with regard to elementary academics, including literacy and math.

Position Location:
Currently, we have two Elementary Academic Services Coordinator positions open for the 2022-23 School Year. One position will primarily serve the five elementary schools located in Chisago Lakes and North Branch, while the other will serve the four elementary schools in Rush City, Pine City Hinckley-Finlayson and East Central. Candidates will be prompted to indicate the specific position(s) of interest on the application.

Essential Duties:

Collaboration & Consultation

  • Collaborate with district, building, and/or grade level teams to review the effectiveness of instruction and foster continuous improvement using student outcome data
  • Provide on-site coaching and support for the implementation of evidence-based Academic practices across all prevention levels within a Multi-Tiered System of Supports (MTSS) framework
  • Guide staff in the creation of special education evaluation plans that equip teams to identify students who have Specific Learning Disabilities (SLD) and their educational needs
  • Support staff in the development of IEPs that are designed to meet the unique elementary literacy and math needs of students with SLD
  • Consult with general and special education staff regarding students who are not responding to instruction and/or 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
  • Collaborate with IEP teams to develop effective programs for students with significant and unique elementary literacy and math needs
  • Provide guidance to member districts around state academic requirements

Professional Learning

  • Engage in professional learning opportunities aligned with identified goals/needs to inform professional learning opportunities related to academic programming
  • Develop professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with identified goals/needs and messaging across districts and service areas
  • Develop the professional learning plan and budget for the Academic Services and Outcomes service areas in collaboration with Academic Services Team
  • Facilitate professional learning using effective adult learning strategies on a variety of academic topics, including the implementation of a Multi-Tiered System of Supports (MTSS), assessment, instruction, inclusion, accessibility, and program evaluation
  • Provide on-site coaching and support to enhance implementation of best practices in elementary academic instruction

Coordination of Service Delivery

  • Provide implementation assistance to member districts in regard to MTSS (e.g., data facilitators, problem-solving teams, grade/department level teams, case managers, school psychologists, administrators)
  • Facilitate the implementation of best practices in elementary academic 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 academic-related needs that can be shared across districts
  • Support teams in planning for transitions of students with literacy and math needs between buildings (i.e., from elementary to secondary)
  • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
  • Facilitate stakeholder (e.g., superintendents, principals, curriculum directors, GOM coordinators) involvement and decision-making for database systems and screening/progress monitoring assessments
  • Coordinate the use of database systems for effective MTSS implementation
  • Support districts in meeting child find requirements related to the implementation of Scientific Research-Based Interventions
  • Provide work direction to the Outcomes Coordinator and the administrative assistant supporting the Academic Services Team

Other Duties as Assigned

  • Perform other duties as assigned

Manager of Purchasing/Inventory (8 hours per day; 12 months/year)

by

The Manager of Purchasing and Inventory Control will plan, direct and coordinate system-wide purchasing, procurement, receiving, storing and distribution by the School District of necessary items of supplies and equipment for use in the educational programs and for the maintenance and operation of School District facilities in such a manner as to provide required materials, supplies and services at the time needed and at the best possible value.

School Psychologist

by

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

Position Location: Chisago Lakes Middle School in the Chisago Lakes School District

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

High School English Teacher – Long Term Substitute

by

Rush City High School is seeking a 1.0 FTE long term sub for our 7th & 10th Grade English Teaching position. This position is from approximately March 25 – May 27, 2022. Courses include three sections of English 7 and three sections of English 10. Similar experience preferred but not required – mentors will be available as needed.  This position is open until filled.

Continuous Daily Substitute Teacher

by

The Continuous Daily Substitute Teacher will be providing classroom instruction out of multiple classrooms throughout the district.

General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. In the absence of the classroom teacher, the substitute teacher provides instruction, encourages student progress, and manages the learning environment.

Responsibilities: The substitute teacher will be assigned to one building to conduct assigned classes at the times scheduled; follow system policies and regulations concerning student conduct and discipline; follow professional practices consistent with school and system policies in working with students, student records, parents and colleagues.

Demonstrate professional practices in teaching:

Model correct use of oral and written language
Follow teacher lesson plans
Assign reasonable tasks and homework to students
Encourage student progress.

Required Qualifications:  Valid Minnesota Short-Call Sub License

Temporary Assignment: 2021-22 School Year  (This position is required to work every day for the remainder of the school year.)

Compensation:  $175/day

This position is eligible for benefits including single HSA health and dental insurance.  If you are interested in being considered for a Short-Call Substitute Teaching position (Bachelor’s Degree or Higher required) please apply through PELSB at https://mn.gov/pelsb/aspiring-educators/apply/

Osseo Area Schools is pleased to offer an online training course for substitute teachers that hold a short-call license!  This training will improve your skills in classroom management and teaching strategies and increase student performance. The 6-10 hour course of study includes an assessment test for substitutes to take at the end of the course. Upon successful completion, substitutes will receive a Sub Diploma.

Teacher – Special Ed (Skills)

by

General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.

Responsibilities:

Position provides instruction and support in the curriculum areas for which employed;
make appropriate use of instructional resources and technologies.
Implement the goals and objectives of the District and the school and/or program for
which employed.
Write and implement individual student goals and objectives.
Evaluate student performance according to the goals and objectives on the Individual
Educational Plan (IEP) used by School District; promote student achievement; maintain
required student records; make related reports to the principal as prescribed or
authorized by the superintendent.
Maintain contact and communications with parents of students and work with them in the
development of each student.
Perform classroom management duties; enforce District rules governing the conduct.Understand and be able to implement due process guidelines following state and federal rules, regulations and District policy.
Required Qualifications: A valid Minnesota teaching license in DCD; BCBA preferred, not required.

Desired Qualifications:

Considerable knowledge of the curriculum areas the teacher is responsible for instructing.
Knowledge of Discrete Trial Training
Considerable knowledge of educational philosophy, teaching methods and approaches, current researched best practices and strategies.
Considerable knowledge of students’ learning styles and needs, both academic and affective.
Considerable knowledge of multicultural, gender and disability fair curriculum concepts.
Working knowledge of instructional technologies.
Considerable skill in classroom management and organization.
Ability to effectively facilitate and/or participate in team meetings and parent meetings.

FTE: .8 The hours for this position are 12PM to 6PM; 12PM to 4:15 at MGMS with additional services in the home from 4:30 to 6PM.
Application Procedure: Apply online
Benefits: Group Benefits