East Central

Special Services Supervisor

March 10, 2026 by St. Croix River Education District

Special Services Supervisor

District Served: North Branch Area Public Schools

Position Purpose:
The Special Services Supervisor position will be responsible for developing, directing, and providing ongoing leadership, coordination, and oversight of special services programming within established policies and directives of the education district and assigned member district(s), as well as any federal or state applicable laws. In consultation with the Director of Special Education and/or Executive Director, the position provides technical assistance on legal and regulatory compliance in areas of special education, Section 504, and Alternative Delivery of Specialized Instructional Services (ADSIS). In addition, the position provides support in the implementation of a Multi-Tiered System of Supports (MTSS) framework.

Essential Duties:

Professional Learning
- Engage in professional learning aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities provided to members
- Develop professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with SCRED goals and messaging across service areas
- Facilitate professional learning using effective adult learning strategies on a variety of topics, including due process, special education programming, section 504, and MTSS implementation
- Facilitate department meetings in each member district building to promote ongoing professional learning and provide critical updates
- Create resources and reference materials to enhance professional learning and/or provide guidance to member district staff
- Facilitate or participate in assigned stakeholder meetings, work groups, and networking opportunities
Collaboration & Consultation
- Provide technical assistance on legal and regulatory compliance in the areas of special education, Section 504, and MTSS
- Collaborate with SCRED and member district staff to enhance special services programming
- Consult with school teams regarding challenging student cases and parental disagreements
- Facilitate conciliation meetings and coordinate alternative dispute resolution opportunities with the Minnesota Department of Education
- Provide leadership to the Chisago or Pine County Interagency Collaborative at the committee level

Administrative Processes
- Assist in the implementation of procedures related to child find and child count under the direction of the Director of Special Education
- Facilitate the data collection for the Special Education Data Reporting Application (SEDRA) for assigned SCRED districts
- Provide leadership in the completion of the special education compliance monitoring processes for both SCRED and Minnesota Department of Education (MDE) under the direction of the Director of Special Education
- Respond to complaints and due process hearing requests filed with MDE in collaboration with Director of Special Education
- Request out of field permissions, discretionary variances, and tiered licenses for staff when necessary with the Professional Educator Licensing and Standards Board (PELSB)
- Facilitate the completion of the Alternative Delivery of Specialized Instruction Services (ADSIS) application and data reporting requirements
- Formulate recommendations regarding special services staffing, supplies/equipment, transportation, outside evaluations, etc. for district(s) of assignment and SCRED programs
- Assist member district administrators with special services staffing (e.g., allocations, hiring, onboarding)
- Oversee the special education procurement process in district(s) of assignment
System-Level Coordination
- Develop, direct, and provide ongoing leadership, coordination, and oversight of special services programming within district(s) of assignment
- Oversee SCRED student programs located in district(s) of assignment in collaboration with Director of Special Education and assigned host-district administrator
- Support the implementation of MTSS within district(s) of assignment to meet the needs of all students
- Ensure the implementation of Extended School Year (ESY) programs in collaboration with principals and Director of Special Education
- Participate in district administrative team meetings, as requested
- Assist with evaluating special services programming and student outcomes as part of a continuous improvement process
Business Functions
- Recruit, select, supervise, and evaluate the performance of designated education district positions
- Assist in the development and implementation of the education district’s strategic action plan
- Communicate effectively with a variety of stakeholders including board members, administrators, teachers, paraprofessional, students, parents, community members, and other educational partners
- Develop and revise special education guidelines and administrative procedures and policies in collaboration with Director of Special Education and/or Executive Director
Other Duties
- Performs other duties as assigned

Speech Language Pathologist (Birth-3 Early Intervention)

March 2, 2026 by Meeker and Wright Special Education Cooperative

Position Title: Speech Language Pathologist (SLP) – Birth-3 Early Intervention, part-time or full-time
Assignment Location: MAWSECO Member District Area-Litchfield/Dassel-Cokato areas
Hours per Day: 8
Schedule: 182 day contract as assigned; flexible scheduling options available
Anticipated Start Date: July 1, 2026
Salary: Placement per the EdMN MAWSECO Master Agreement, based on education and experience; prorated based on total contract days + $5,000 hiring incentive
Benefits: As outlined on MAWSECO’s Summary of Benefits
Other compensation: Mileage reimbursement based on current IRS standard business mileage rate

POSITION OVERVIEW:

The Speech-Language Pathologist (SLP) serves infants and toddlers from birth to age 3 and their families. This role focuses on evaluating, planning, and providing services to support communication and feeding development in natural environments. This role emphasizes family-centered practices and coaching within natural environments; collaborating with families and interdisciplinary team members to support each child’s development. The SLP collaborates with caregivers, service coordinators, and interdisciplinary team members to support each child’s development within the context of their family and daily routines.

ESSENTIAL JOB RESPONSIBILITIES:

Conduct comprehensive developmental assessments and evaluations in accordance with eligibility requirements.
Develop Individualized Family Service Plans (IFSPs) in collaboration with families and team members.
Provide direct speech-language and/or feeding services within the child’s natural environment (e.g., home, childcare settings).
Coach and support families and caregivers using evidence-based practices to promote communication development.
Collaborate with other early intervention professionals (e.g., early childhood special education teachers, occupational therapists, physical therapists) to provide integrated services.
Maintain accurate and timely documentation for assessments, IFSPs, progress reports, and service logs.
Participate in transition planning as children approach age 3, in coordination with Part B services.
Stay current with best practices, licensure requirements, and state and federal regulations related to early intervention.
Attend team meetings, professional development, and reflective supervision sessions as required.
Possess knowledge of Due Process requirements for Part C and Part B evaluations and services.
Display effective verbal, nonverbal and written communication skills.
Ability to collaborate within a team environment.

EDUCATION/EXPERIENCE REQUIREMENTS:

Valid Tier 3 or 4 Minnesota Speech-Language Pathologist license issued by the Minnesota Professional Educator Licensing and Standards Board (PELSB)
Master’s degree in Communication Disorders or related field from an ASHA accredited university.
Experience or strong interest in early intervention and family-centered practices.

PREFERRED:

Certificate of Clinical Competence (CCC) from ASHA (or actively working toward).
Knowledge of infant and toddler development, family coaching strategies, and feeding/swallowing techniques.
Experience working in home-based or community settings.
Training in routines-based early intervention and/or primary service provider model.

ABOUT MAWSECO:

MAWSECO is an agency of seven member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services and support to its seven member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

HOW TO APPLY:

Meeker and Wright Special Ed Coop #938 utilizes an online application system. Please visit the site to apply: https://www.applitrack.com/mawseco/OnlineApp/
If you have questions or concerns regarding the application process, please contact Elizabeth Sullivan (612) 417-6491 or email at: [email protected]

POSITION QUESTIONS:

Contact Melissa Hanson, Executive Director phone (320) 543-1122 ext. 8103 or email at: [email protected]

MAWSECO is an equal opportunity employer

Behavior Analyst

March 2, 2026 by Meeker and Wright Special Education Cooperative

Position: Behavior Analyst, 1.0 FTE
Assignment Location: MAWSECO Member Districts and Programs
Hours per Day: 8.0
Schedule: 192 day contract
Anticipated Start Date: Immediately
Salary: $63,000 – $93,000, based on education and experience
Benefits: As outlined on MAWSECO’s Summary of Benefits
Other compensation: Mileage reimbursement based on current IRS standard business mileage rate

POSITION OVERVIEW:

The Behavioral Analyst will provide MAWSECO member districts and programs with staff development, interventions for students with social and emotional difficulties; consult with IEP teams regarding students with social and emotional difficulties, and developmental delays.

QUALIFICATIONS:

Requires a minimum of a Master’s Degree in Applied Behavior Analysis or closely related field and at least 1 year related experience. Prefer BCBA Board Certification. Certification in Restrictive Procedures Training. Requires a MN driver’s license or evidence of equivalent mobility.

ABOUT MAWSECO:

MAWSECO is an agency of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services, and support to its seven-member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

HOW TO APPLY:

POSITION QUESTIONS:

If you have questions regarding the position, please contact Melissa Hanson, Executive Director, by phone (320) 543-1122 ext. 8103 or email at: [email protected].

MAWSECO is an equal opportunity employer.

Assistant Principal – Elementary

February 26, 2026 by Cambridge-Isanti School

Four positions available – one at each of the elementary schools: Cambridge Primary School, Isanti Primary School, Cambridge Intermediate School, and Isanti Intermediate School & Cambridge-Isanti STEAM School

Knowledge/Skills/Abilities Needed:
Thorough knowledge of the practices, methods and techniques used in administering and supervising programs in a school; excellent written and oral communications; ability to motivate and inspire others; ability to establish and maintain effective working relationships with school officials, parents, students, teachers, support staff and community members.

Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty.

Specific Tasks:

The Elementary Assistant Principal supports the Principal in leading a comprehensive elementary program aligned with district, state, and federal expectations. This role promotes a positive school climate, supports student achievement and well-being, and provides instructional leadership. Responsibilities include overseeing student discipline, safety, attendance, and truancy processes; supervising staff and evaluating performance; coordinating assessments; supporting special education programming and meetings; leading the Student Assistance Team; assisting with scheduling and curriculum implementation; participating in school events; and helping hire and supervise instructional and licensed staff. Performs additional duties as assigned by the principal. See the job description for additional information.

Hours Per Day:
1.0 FTE
As per contract

Benefit eligible position: health, dental, and optical insurance, supplemental insurance available, long-term disability coverage, district-paid life insurance policy, retirement plan, sick days, vacation days, holidays, and more!

Principal – Elementary

February 19, 2026 by Cambridge-Isanti School

Knowledge/Skills/Abilities Needed:
Thorough knowledge of the practices, methods, and techniques used in administering and supervising programs in a school; excellent written and oral communication; ability to motivate and inspire others; ability to establish and maintain effective working relationships with school officials, parents, students, teachers, support staff, and community members.

Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty.

Specific Tasks:

Provide leadership to create a comprehensive and innovative educational environment tailored to the unique needs of each student, as well as overseeing the building’s operations. Key tasks involve developing and maintaining an effective educational program that adheres to state and federal guidelines, serving as a mentor, coach, and leader for both staff and students, and ensuring the enforcement of student management and discipline policies. Additionally, the role focuses on promoting health, safety, and the overall welfare of students to foster a positive learning culture. See the job description for additional information.

Hours Per Day:
220 days per year
As per agreement

School Psychologist

February 19, 2026 by St. Croix River Education District

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

Position Location: Chisago Lakes Middle 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

East Central

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