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Minnesota Association of School Administrators

East Central

Special Education Paraprofessional

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This is a full-time position at Rush City High School starting the 2021-2022 school year. Must have ability to work with students who have academic and/or emotional/behavioral disabilities and ability to work as a team with other adults. Must have 2 years college or pass the Para Pro test. Candidates with questions may contact High School Principal Janet Wagener at [email protected]

School Psychologist

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School Psychologist
*Includes $5,000 signing bonus*

Position Location: Chisago Lakes Primary School (Early Childhood – 1st Grade)

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

Principal, McKinley ALC

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Position Type:
Administration/Principal

Date Posted:
5/17/2021

Location:
ALC McKinley

Date Available:
07/01/2021

Closing Date:
05/31/2021

POSITION:
Principal, McKinley ALC
Position starts 7/1/2021

TYPE OF POSITION:
230-Day Contract

QUALIFICATIONS:
RequiredMasters/Specialist degree in K-12 administration plus administrative licensure in the state of Minnesota as a Principal
3-5 years of administrative experience

PreferredDoctorate degree in K-12 Education Administration/Leadership
Experience in an Alternative Learning program
Experience with English Learners and Special Education programs, processes, and compliance

SUMMARY:
St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.

ESSENTIAL FUNCTIONS:
Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.Ensure instruction and curriculum are culturally relevant and engaging.
Implement a differentiated instructional program that ensures all learners have access to challenging, rigorous coursework.
Ensure all students have access to grade level standards.
Increase opportunities for students to envision their futures, explore careers, and prepare for college.
Provide professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Maintain a systematic process to analyze student and program outcome data, adapt the school program to meet changing needs, and abandon programs or initiatives that do not produce clear, sustainable high achievement for all learners.

Create and sustain a positive climate and culture that inspires a shared sense of community built on trust, collaboration, and safety.  Integrate social-emotional learning into curriculum and instructional practices.
Administer and support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Prepare and administer budget for building and grounds, general fund, capital outlay, and personnel in alignment with the district mission and core values.
Manage the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Supervise all certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Establish, direct, and evaluate an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
Align efforts with the District Mission, Core Values, and Strategic Plan.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.

Create and sustain family and community engagement with the school community.Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Engage higher education, business, and community partners to create increased career and college opportunities for all students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Design and implement a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.

Other Duties as Assigned

PHYSICAL FACTORS:
Frequent: walking, standing, sitting, hearing, talking, and seeing

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

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

Deaf/Hard of Hearing Teacher

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Position Purpose:
Students who are deaf or hard of hearing (D/HH) have unique educational needs. This low incidence disability presents unique educational challenges and requires data based specialized instructional strategies. This service provides identification, assessment, consultation, evaluation, inservices, and direct and indirect instructional services for these students. Consultation with teams that include administrators, school psychologist, teachers, interpreters, case managers, and parents/guardians.

Essential Duties:

  • Identification, Screening and Evaluation
    • Provide pre-referral consultation to school staff for students with hearing loss
    • Complete in-home evaluations and assessments of infants and toddlers ages birth to three as deemed appropriate by screening results, medical records, or evaluation team decision
    • Complete school-based evaluations for students ages three through 21 for students suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
    • Facilitate procurement and review of appropriate medical records as applicable
    • Interpret results of audiological assessments and perform assessment of functional listening to determine the effect of a hearing loss on a students ability to learn
    • Complete relevant portions of evaluation summary reports, including the documentation evaluation results and present levels, the identification of educational needs, and (when appropriate) additions and modifications necessary to promote adequate progress and access to the general curriculum
    • Synthesize assessment data and evaluation results to make eligibility determinations using the D/HH criteria set forth by the state of Minnesota
  • Service Delivery
    • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
    • Provide direct and indirect D/HH services to infants and toddlers ages birth to three, with in-home setting throughout the calendar year
    • Provide direct and indirect D/HH services to students ages three through 21 throughout the school year
    • Provide Extended School Year (ESY) services to students who are D/HH, when necessary
    • Gather accurate and timely progress monitoring data, regularly review student progress, and make instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
    • Maintain proper documentation of service, in accordance with state and federal requirements
    • Identify the need for, assist in the selection of, and provides work direction to interpreters when necessary
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible instructional materials, as needed
  • Consultation and Collaboration
    • Assist in Individualized Education Program (IEP) planning for students who are D/HH, including attending IEP meetings, providing input on IEP goals related to D/HH service, and determining appropriate accommodations, modifications, and supports
    • Participate in the planning and procedural committee meetings at SCRED
    • In collaboration with the Educational Audiologist, advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified
    • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
  • Professional Learning
    • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of: the use and care of specialized equipment and curriculum materials, the provision of accommodations and modifications, and other related topics
    • Facilitate professional learning in areas of expertise to individual student teams, parents, SCRED, and member district staff or other service providers, as requested
    • Develop resources pertinent to D/HH services when the need for such resources are identified
    • Actively participate in the regional D/HH community of practice (COP) as well as other relevant state or regional professional learning opportunities
  • Other Duties
    • Performs other duties as assigned

Payroll/Human Resources Specialist

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Rush City Schools is seeking a full time, 12-month, Payroll/Human Resources Specialist. This position provides support and assistance to the Business Manager in the administration of the school districts payroll functions and related activities. Details of the primary duties are processing of payroll, data entries, payroll liabilities, and reporting. This position will assist with the administration of all benefits and retirement programs, including medical, dental, vision, long term disability, TRA/PERA and 403(b) plans. The Payroll/HR Specialist will serve as a resource for staff while ensuring payroll actions and activities follow all applicable policies, state and federal laws or regulations, and labor agreements. Other duties of a similar nature may also be assigned. Applications accepted until the position is filled and will be reviewed as received.