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Minnesota Association of School Administrators

East Central

Special Education Teacher

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Special Education Teacher
This position will support our setting IV program located in Chisago Lakes – SOAR (Skill-building Opportunities for Academic Resiliency)

Position Purpose:
The special education teacher develops materials and lesson plans, conducts classroom instruction and evaluates and assesses both instructional materials and student performance. The teacher meets with parents, interprets student progress and informs parents/guardians about student strengths, weaknesses and/or progress. Additionally, the special education teacher facilitates Individualized Education Plan (IEP) and Evaluation Summary Report (ESR) meetings and completes special education paperwork as determined by state and local due process requirements.

Performance Responsibilities:

1. Plans instruction and other student support activities, including the establishment of overall goals and priorities, unit 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 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.

2. Provides instruction to students in a manner which incorporates essential elements of instruction; i.e. teaching to 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.

3. Establishes and maintains student control/discipline 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 district policies and procedures and legal requirements.

4. Participates in parent/teacher conferences. Interprets student strengths, weaknesses and/or problems that the student may be experiencing in the classroom.

5. Collaborates with other professional staff regarding the needs of students, communicating accurately, preserving confidentiality of information and sharing approaches to instructional units and new teaching technologies or procedures available.

6. Develops student tests and evaluates results. Determines student grades for instructional units and reports grades to parents.

7. Develops and maintains adequate knowledge of the subject(s) taught or support services rendered, and demonstrates an understanding of how the subject(s) or support services fit into the overall district and department philosophy, objectives and curriculum.

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.

9. Collaborates with other professionals regarding the formulation of building site procedures.

10. Facilitates IEP and ESR meetings as determined by state and local due process requirements.

11. Completes all special education paperwork in compliance with state and local due process requirements.

12. Performs related work as apparent or assigned.

Speech/Language Pathologist (SLP) – 0.5 FTE

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Speech/Language Pathologist (SLP) – 0.5 FTE
**$5,000 signing bonus provided**

Position Description:
The SLP will be a critical team member of the St. Croix River Education District’s growing birth to three early childhood special education (ECSE) team, serving districts across the St. Croix River Education District, including Chisago Lakes, Rush City, Hinckley-Finlayson, and East Central.

Position Purpose:
The Speech/Language Pathologist (SLP) provides early intervention services to children ages birth through age 2 years 11 months with developmental delays and/or disabilities and their families. In collaboration with a multidisciplinary team, this SLP will partner with and be a resource to families to help produce the best possible developmental outcomes for their infants and toddlers in the most natural learning environment.

Essential Duties:

  • Identification, Screening and Evaluation
    • Assist in the completion of early childhood developmental screenings
    • Complete multi-disciplinary team evaluations and assessments of infants and toddlers (as deemed appropriate by screening results, medical records, or evaluation team decision) to determine developmental strengths and needs for each child and priorities of the family
    • Synthesize assessment data and evaluation results to make eligibility determinations set forth by the state of Minnesota
    • Serve as a member of the Interagency Help Me Grow committee, as appropriate
  • Service Delivery
    • Provide direct and indirect speech/language services to infants and toddlers, ages birth through 2 years 11 months, and their families as specified within each learner’s Individual Family Service Plan (IFSP) throughout the calendar year.
    • Prepare and maintain an efficient schedule for delivery of all early intervention responsibilities
    • Assure compliance with special education procedural requirements and due process timelines
    • Prepare individual program plans, periodic reviews and progress reports according to due process guidelines
    • Prepare activities/plans to use for coaching the caregivers which are consistent with the family’s priorities, individual program plan, and routines within the home setting
    • Coach and model to parents or caregivers the appropriate skills/activities to use in working with their child
    • Determine developmentally appropriate materials, assessment tools, and/or adapted equipment for use with infants and toddlers, and their families
    • Assist in ordering materials and diagnostic tools
    • Facilitate accommodations and modifications to materials, assistive technology, and the home environment
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible materials, as needed
  • Consultation and Collaboration
    • Act as IFSP service coordinator and work cooperatively with special education personnel, families and other service providers
    • Work collaboratively with member districts to ensure smooth transitions into district programming
    • Identify community resources and assist families to access these resources
  • Professional Learning
    • Actively participate in local early childhood committees, as well as other regional or state professional learning opportunities
    • Provide training and consultation regarding augmentative/alternative communication, articulation, language, voice, and fluency, as needed.
  • Other Duties
    • Performs other duties as assigned

Regional Licensed School Nurse

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Summary/Objective

The regional licensed school nurse will work with member school districts to provide support focused on school-based health programs for PK-12. The role will include facilitation of nursing services, discerning needs of members, providing technical support and consultation, training, and coordinating with district teams within the region. This is a full-time position.

The regional licensed school nurse will also work in collaboration with the Resource Training & Solutions Health & Safety Team, Minnesota Department of Health, local public health, and regional healthcare systems. The regional licensed school nurse must possess technology skills that allow for adaptability in program and training settings: including face-to-face, virtual, and hybrid.

Essential Functions

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

  1. Provides leadership to school-based health service staff throughout the region
  2. Coordinates screening/testing efforts at the regional level
  3. Collaborates with local healthcare systems, local public health, and Minnesota Department of Health
  4. Communicates to schools, teachers, administrators, and employers representing a variety of ages and backgrounds in a timely and effective manner
  5. Develops and cultivates relationships with current and prospective partners and other organizations
  6. Supports quality programming through effective communication, program monitoring, and evaluation
  7. Performs additional tasks and special projects on an as-needed basis
  8. Offers excellent customer service to our members, customers, partners, and staff
  9. Maintains licensure/certification; assumes responsibility for professional growth and keeps materials, supplies, and skills current
  10. Other duties as assigned

Competencies

  1. Knowledge of state, local, and tribal public health systems
  2. Knowledge of the fundamentals, principles, and practices of nursing care procedures, methods, and techniques
  3. Knowledge of relevant public health laws, guidelines, and rules pertaining to student health care and nursing care services
  4. Knowledge of medical terminology, diseases, current healthcare issues, concerns, and trends
  5. Ability to demonstrate confidentiality
  6. Proficient in the use of Google Workspace (formerly G-Suite) applications
  7. Excellent organizational skills and attention to detail
  8. Creative, analytical, and problem-solving skills
  9. Ability to manage multiple tasks with frequent interruptions
  10. Ability to show initiative in resolving problems
  11. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
  12. Ability to communicate, interact, and work effectively and collaboratively with people from diverse ethnic and educational backgrounds
  13. Ability to conduct oneself in a professional and customer service-based manner at all times
  14. Proficiency in adapting to new software and digital tools

Education and Experience

  • Bachelor’s degree in nursing (BSN) or a similar health related field
  • Current MN Registered Nurse (RN) license
  • Public Health Nurse (PHN) certification preferred
  • Licensure as a school nurse (LSN) from the MN Board of Education preferred
  • Valid MN Driver’s License

Environment & Physical Demands

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

Position Type/Expected Hours of Work

This is a full-time position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m. Travel within the region is expected, along with occasional evening events. A flexible work schedule and the ability to work remotely are just some benefits of this position.

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 ($94,784.90 starting, DOQ) and benefits package.

Apply:

Send resume, cover letter, and three letters of professional reference to Michelle Wang, Education Director, [email protected]. Applications accepted until filled. Start date is negotiable.

Assistant Principal, Secondary

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POSITION:

Assistant Principal, Secondary

TYPE OF POSITION:

230 Days

 

QUALIFICATIONS:

Required

Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years relevant educational experience
Preferred

Administrative experience
Experience with English Learners and Special Education programs, processes and compliance
POSITION 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.  In addition to supporting instruction, operations, and student life, the assistant principals will support the building principal in implementing the District’s mission, core values, and strategic plan.
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.
Support implementation of a differentiated instructional program that ensures all learners have access to the guaranteed and viable curriculum.
Provide opportunities for students to envision their futures, explore careers, and prepare for college.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning 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.
Use student centered, restorative approaches to managing student conduct.
Support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Assist with the supervision of licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Support an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
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.
Support the principal in designing and implementing 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.
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 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.

 

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

Assistant High School Principal

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Description:  The Assistant School Principal assists the principal in the administration of the high school.  The incumbent performs specific and assigned responsibilities that support the instructional program, and school-wide student management in addition to the daily operations of the school.

Job Summary: 

Participates in the creation of policies for the organization, administration, and supervision of the high school program and interpret those policies to the students, staff, and public so that there is efficient and effective general administration of the school.
Represents the high school at a variety of meetings:  district, state, and national.
Prepares and submits reports to the various departments at the School District Office, Directors of Educational Services and Business Services, Superintendent of Schools, School Board, and Department of Education.
Assists building principal in determining teaching assignments within the school.
Responsible for the formation of the daily master class schedule, and the individual student schedules to ensure efficient and effective program development of the school.
Assists in developing, evaluating, revising, and maintaining the curriculum and handbook of the school program consistent with School Board policy.
Works with staff in areas concerning class observation, program and teacher evaluations, student discipline and scheduling.
Assists in recommending the selection and retention of teachers, assistants, and secretaries to ensure efficient and effective staff personnel functions.
Assists in supervising, organizing, and implementing student registration programs and systems.
Assists in supervising the recordkeeping of the student discipline and cumulative information to ensure students meet graduation requirements.
Works with students in areas concerning discipline at school and school sponsored activities through meetings, conferences, and interpreting handbooks.
Assists in establishing and maintaining an effective middle school public relations program.  Coordinates with the School Board, Superintendent of Schools, Director of Educational Services, and other School District departments and committees to achieve this goal.
Works with and acts in the capacity of liaison with various local welfare and protection agencies in order to improve the general welfare of individual students.
Assists in coordination and supervision of support staff, i.e., cooks and custodians, in order to facilitate the proper administration of the school building.
Other job related duties as assigned.

School Psychologist

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

Location: Chisago Lakes High School

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