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Minnesota Association of School Administrators

East Central

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

Executive Director of Operations

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POSITION:  Executive Director of Operations

LOCATION:  District Administrative Office

TYPE OF POSITION:  Exempt Individual Executive Contract – 230 Days

COMPENSATION:  Salary range of $130,000 – $150,000 depending on experience and qualifications

QUALIFICATIONS:

Required
Master’s degree in education, business administration or related field or equivalent combination of education and experience.
Five or more years of direct operational leadership experience
Five or more years of administrative and supervisory experience
Skilled in leadership core competencies including: strategic leadership, collaboration, judgment; communication, planning and execution, knowledge; initiative; adaptability; self-management; motivation and courage; cultural competence
Preferred
Certified Professional Accountant Certification
Experience with state budgeting systems related to school districts
Experience with emergency preparedness and crisis response systems
Experience with project management for a medium or large organization

Other Qualifications:
Ability to effectively engage and support a diverse community of students, staff, family and community members in alignment with the district’s mission with demonstrated sensitivity and awareness regarding issues of race and culture
Excellent written and oral communication skills including experience with effective presentations to large groups
Strong relationship skills including coaching and consulting skills, the ability to effectively manage conflict, and the ability to lead and develop high functioning teams
Commitment to excellence and accountability in meeting the goals of the school district
Acts in accordance with professional ethics, state and federal laws and regulations, and district policies and procedures.

Position Summary:
The Executive Director of Operations is responsible to set vision, provide leadership and ensure continuous improvement of Nutritional Services, Transportation, and Buildings and Grounds  departments of the school district in alignment with the mission and strategic plan of the organization. As a member of the Superintendent’s executive leadership team and cabinet, the Executive Director of Operations is responsible to support the overall leadership of the district and to oversee the effective management of these essential operational departments. The Executive Director will support facilities management and the efficient operations of the district including school safety, emergency planning and crisis management and partnerships with local law enforcement agencies.

Essential Functions:
Core Leadership Competencies
Strategic Leadership: Develop and communicate vision for area of responsibility; align function with the mission and core values of the organization; champion change and innovation; work with teams to set shared goals and standards for their work, examine data regarding effectiveness, and take action to meet standards
Collaboration: Foster cooperation across departmental boundaries; make and keep rigorous promises; establish and maintain effective relationships; communicate a vision for success, engage stakeholders and motivate others to take action for shared purposes
Judgment: Analyze issues and seek multiple perspectives before making decisions; use sound judgment considering immediate and long-term impact of decisions, and apply systems thinking; engage in decisive and responsive decision-making and consultative support to management partners
Communication: Foster two-way, open communication; listen and respond with empathy; communicate effectively verbally and in writing; apply meeting protocol; produce thorough and accurate reports; communicate effectively in public presentations
Planning and Execution: Focus organization on high priority objectives; foster alignment; establish specific measurable objectives; manage and improve processes; practice effective project management to achieve goals; hold staff accountable
Business Knowledge: Apply technical/functional expertise; provide thorough analysis; understand and manage technology and other resources for maximum impact on productivity; identify trends or challenges in the areas of responsibility and review and interpret data to recommend and/or deploy strategies to initiate system change and make district wide improvements in educational or administrative practices
Self-Management: Inspire trust; demonstrate adaptability and flexibility; practice good boundaries and confidentiality when required; engage in growth and self-development
Motivation and Courage: Drive for results; take a stand for the organization; take responsibility; press back against obstacles and patterns that impede progress
Cultural Competence: Work intentionally with an equity lens in analyzing the impact of race, culture, gender, socioeconomic status and other protected class considerations in all aspects of the organization; model cultural sensitivity and responsiveness and lead district and department work to support equitable access and achievement for all students and respect, inclusion and fairness for employees

Executive Level Leadership
Communicate with local, state and federal governmental agencies on matters that pertain to school operations
Build relationships and leverage partnerships with community organizations that will benefit district stakeholders
Represent the school district in a positive and professional manner at various district and community functions, at state and local organizations, and as a liaison to various partners
Work directly with parents/guardians, community partners and other stakeholders to address interests and resolve concerns
Provide leadership and support to principals, directors, supervisors, and coordinators to establish and communicate district processes, practices, policies and procedures
Meet with school board members, attend all school board meetings and work sessions, prepare information for the superintendent and board, and make school board presentations pertaining to areas of responsibility
Develop, revise, recommend and/or communicate school board policy and administrative procedures pertaining to areas of responsibility
Ensure continuous improvement by analyzing data, setting performance goals, monitoring standards for performance, aligning resources and prioritizing activities to achieve maximum results
Stay current with local, state and federal legislation in areas of responsibility and analyze local impact for communication to superintendent and staff
Model and require effective and efficient use of district resources and ethical conduct and practice as a public employee and in one’s area of licensure or certification

Department Administration
Supervise the financial and operational performance of the district’s transportation, nutritional services, buildings and grounds departments and school safety plans, including the following:
Facilities: Responsible for planning, renovation, remodeling and maintenance of all district facilities
Transportation: Responsible for the transportation of eligible students to and from school
Nutrition Services: Responsible for the planning and preparation of meals and the food service throughout the district
Security and Emergency Management: Responsible for implementing and evaluating safety-related services, personnel and equipment and partnership relationships with local law enforcement agencies
Print, Copy, Mail: Responsible for the systems related to the creation, distribution and records retention of printed materials for the school district
Oversee the development and implementation of meaningful systems for supervision of Building and Grounds, Nutritional Services, Transportation and Health and Safety personnel including forecasting needs, recruiting, interviewing and recommending for hire; staff development, observation, discipline, and interpreting the negotiated agreements, district policies, and building rules
Prepare and administer the operational department budgets for the Transportation, Nutritional Services, and Buildings and Grounds departments.
Coordinate the district’s ten-year long-term facilities maintenance plan and budgets in collaboration with the Executive Director of Finance and Business Services.
Work with architects and construction managers on construction projects to ensure budget and schedule are adhered to.
Coordinate with operational department supervisors to research best practices and develop and implement processes for the operational departments to improve effectiveness and service; assess the effectiveness of current operations and make changes to improve as needed.
Supervise and support long-range facilities planning, including new construction, remodeling or existing facilities and provide project management and oversight.
Ensure strategic integration of interdepartmental functions.
Facilitate the collaboration of instructional and operational teams to transform the vision into specific goals, objectives, measurements, and action plans.
Develop sound practices that guide and inform the organization in risk management and risk mitigation strategies in support of business and instructional initiatives.
Direct crisis planning and emergency response protocols for the school district.
Partner with the Executive Director of Human Resources in maintaining and sharing data with local law enforcement agencies pursuant to data requests.
Provide support and consultation regarding records storage and retention.
Other Duties as Assigned

BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance.

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 to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to 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 to be dependable and accountable in the performance of their work.

St. Cloud School District 742 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at https://www.isd742.org/about-us/title-ix.

It is the prerogative of the District to assign staff so as to best meet the needs of the District.