MASA Jobsite Online

Minnesota Association of School Administrators

East Central

Executive Director of Special Education

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Job Summary:
Under the direction of the MAWSECO School Board and guidance of the advisory council, the Executive Director serves as the chief executive officer of the cooperative and is responsible for the overall management, leadership and oversight of the Cooperative, its staff and programs in accordance and compliance with state and federal mandates and requirements.  Duties involve the leadership and oversight of special education staff, program development, program evaluation, fiscal/budget administration of special needs programming, and oversight of due process and compliance requirements for all MAWSECO programs and member districts.

Supervisory Responsibilities:

Direct Supervision:  Business Manager, Special Education Supervisor, Alternative Site Specialists, Special Education Coordinators, COTA, Due Process Secretary, Itinerant staff
Indirect Supervision:  All MAWSECO employees

Essential Duties and Responsibilities:

Serves as the chief executive officer of the Cooperative.  Performs such duties as:  Oversees program development and implementation through leadership development, professional development and member district consultation.
Oversees and plans the budgetary process and fiscal operations of the Cooperative in collaboration with the Business Manager.
Manages and supervises Cooperative special education leadership, coordinators, educational support personnel, paraprofessionals, and oversees personnel functions of the Cooperative.  Duties include such tasks as: Conducts and performs public relation activities associated with the Cooperative.
Performs other duties of a comparable level or type, as required.

Essential Knowledge and Specialized Subject Knowledge Required to Perform the Essential Functions of the Job:

Laws, rules, statutes and guidelines related to special education programming and requirements.
Knowledge of medical assistance requirements, eligibility requirements and service requirements.
Instructional strategies, concepts, principles, methods, best practices and trends dealing with issues of child development, special education and instructional methods.
Principles and practices of supervision, leadership, management, and organizational theory.
State reporting and funding requirements for special service programs.
Knowledge of resources, service alternatives and options available to children with special needs.
Intergovernmental and public relation principles, concepts, trends and approaches.
Procedures and fundamentals of policy development and enforcement.
Employment law, regulations and contract administration/negotiation.

Essential Skills Necessary to Perform the Work:

Planning, organizing, developing, implementing and evaluating instructional and special education programs and services;
Interpreting and applying mandated laws, rules, regulations and guidelines consistent with the intent and purpose of the legislative requirements.
Organizational planning, negotiation, mediation and conflict resolution.
Presentational skills.
Delegating, evaluating, and supervising licensed instructional staff and managers assigned to diverse and multiple program areas and disciplines;
Organizing and presenting complex concepts, issues and ideas to the public, staff and member districts in an understandable manner;
Interpreting, monitoring and developing processes along with implementing legislative changes and initiatives that may impact special education programs or services;
Using computers and related software applications;
Ability to deal effectively and appropriately with parents, students, staff, administrators, providers, MN Department of Education, legislators, school board members, member superintendents, and educational professionals over instructional needs, curriculum, due process, services, concerns or problems of the students and/or member districts  requiring persuasion, negotiation, and management skills in resolving conflicts confronting member districts and the Cooperative.

 

Business Education Teacher

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We are seeking a long term sub for our Business Education Program at the High School (Grades 7-12). This position starts August 30, 2021 through October 24, 2021. Courses include: Computer Applications, Entrepreneurship, Personal Finance, STEAM, Marketing and Work Link. Similar experience preferred by not required – mentor(s) will be available as needed. Business license preferred, teaching or sub license required. Contact High School Principal Janet Wagener at [email protected] or 320-358-1264 with questions. This position is open until filled.

Counselor – High School

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Rush City High School (Grades 7-12) is seeking a full-time School Counselor for the 2021-22 school year. The licensed School Counselor is responsible for providing a school counseling program that is preventative in design and developmental in implementation. The School Counselor will work with high school aged students to serve the academic, career, college, social, and emotional needs of students. Further responsibilities include:

Plan an active role in implementation of Personal Learning Plans using MCIS
High School 504 Coordinator
Leading high school scheduling/registration & collaborate with administration on master schedule
Lead role for PSAT, Accuplacer, Minnesota Student Survey and ACT testing
Serve as an active member of the following committees: PBIS (coach), MTSS, CCMH, Pine Tech Consortium
Responsible for scholarships and senior awards night
Meet with new students/families of the school district
Other duties as assigned

Appropriate Minnesota licensure is required. This position is open until filled.

Music Teacher – Elementary

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C.E. Jacobson in Rush City (K-6) is looking for a 1.0 FTE music teacher to begin August 26, 2021.  The candidate for this position will positively influence the K-6 student population in the area of music. The ability to build relationships with students, teach music skills, and create an enjoyable concert experience for all ages (and audience) is imperative. Experience working in a PBIS district, that uses daily learning targets, will be given strong consideration. The appropriate four-year degree with a license from the Minnesota Department of Education, which provides you the opportunity to teach K-6 music students is necessary. Hours will be school days, aligned with the Teachers Master Contract. Salary is based upon experience/qualifications. The posting will remain open until filled.

School Psychologist

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

Position Location: Lakeside Elementary in 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

Science Teacher

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Rush City High School (Grades 7-12) has a full-time position for a Science Teacher beginning the 2021-2022 school year. This position is for 9th grade Physical Science and 11-12 grade Chemistry. Rush City School District employees enjoy great work conditions, a positive and supportive environment, regionally competitive compensation, and an excellent benefits package. This position is open until filled.