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Minnesota Association of School Administrators

Metro

Senior Manager of Special Education

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Summary of Scope of Classification
This class is accountable for collaborating with the Director of Special Education in the areas of coordinating and implementation of special education services, Board policies and District procedures, curriculum and professional development,  planning, communication, and administrative rules and regulations.

 

Knowledge, Skills, and Abilities

  • Considerable knowledge of educational philosophy, culturally responsive teaching methods and approaches, and currently researched best practices and strategies for a diverse student population
  • Knowledge of:
    • Theory and research in education
    • Application of methods used in improving academic achievement
    • Educational assessment practices and techniques
    • Effective intervention, academic and behavior techniques
    • Academic curriculum and pedagogical techniques that is effective across diverse populations
    • Minnesota State Academic Standards
    • School safety procedures
    • Effective supervision and discipline
    • State and Federal laws relating to minors, the Teacher Code-of-Ethics, and local policies and procedures
    • Instructional technology
    • Current educational theories and practices
    • Evidence-based research and best practices in educational interventions
    • Effective supervision, talent management, and progressive discipline
    • State and federal laws relating to students, special education, and District policies and procedures
  • Skills in:
    • Crisis management, handling emergencies, and de-escalation techniques
    • Effective problem solving
    • Leadership and exceptional interpersonal skills
    • Strong oral and written communications for grammatically-correct business correspondence
    • Expertise in Due Process and responding to MDE Complaints
  • Ability to:
    • Establish and maintain effective working relationships with students, staff and the community
    • Collaborate and communicate effectively with key stakeholders through a variety of methods
    • Provide leadership of behavior management and supervision
    • Remain calm in stressful situations, including interactions with demanding and/or upset customers and staff
    • Hold difficult conversations and deal with conflict or performance issues effectively and in a timely manner
    • Facilitate the resolution of conflict
    • Plan, organize, and manage time and resources
    • Exercise excellent judgment and decision making
    • Model District expectations for ethics, confidentiality, and professionalism
    • Accept constructive feedback and engage in continuous improvement
    • Work with individuals from diverse backgrounds
    • Lead and supervise staff and students
    • Remain flexible and develop alternative strategies to achieve established goals
    • Multi-task complex issues
    • Apply leadership skills within a shared decision-making model

Essential Functions

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

  • Organizational Management
    • Provide support to the Director of Special Education for program budgets
    • Assist the Director of Special Education in equitable and responsible distribution of resources
    • Assist the Director of Special Education with program and enrollment planning including Extended School Year (ESY)
  • Curriculum Planning and Professional Development
    • Provide leadership for the implementation of professional development
    • Provide leadership to implement best practice curriculum and instruction for students with disabilities
    • Assist with the development of programs to ensure equitable opportunities to accelerate growth for students with disabilities
    • Collaborate with coaches, Instructional Leadership Team (ILT), and others on ensuring effective instructional practices and the consistent use of curriculum
    • Conduct program evaluation and data analysis to improve outcomes for students
  • Department Climate/Culture
    • Support Division of Special Education with developing and monitoring improvement planning and implementation
    • Participate in team meetings
    • Facilitate team meetings and update staff with pertinent information
  • Communication
    • Provide critical coaching and leadership to staff that helps ensure educational equity and effective interventions
    • Communicate with member district reps in regards to student programming and services
    • Mediate Staff to Staff, Staff to Student, and Student to Student conflicts
  • Policies and Procedures
    • Provide leadership for special education in District 287
    • Provide professional development in curriculum, instruction, service delivery, and due process
    • Provide due process support and direction to staff
    • Provide guidance, support, and direction with respect to fidelity of program implementation for students
  • Performance Management
    • Collaborate with Director, Assistant Directors, Senior Managers, and others to hire, supervise, and evaluate staff
    • Collaborate and carry out aspects of investigative activities as appropriate and necessary, in collaboration with an Assistant Superintendent, Executive Director, Director, or Assistant Director
    • Provide feedback, support and assistance to licensed instructional staff regarding Individualized Education Plans (IEPs), Positive Behavioral Support Plans (PBSP), Three-Year Reevaluations, Child Study documentation, and other related areas
    • Provide ongoing formative feedback including walkthroughs on employee instructional practice/performance
    • Utilize problem solving and conflict resolution skills to resolve disputes and ensure students receive a free, appropriate, public education
    • Provide guidance/decision making during IEP meetings

 

Orientation and Mobility Specialist

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Summary of Scope of Classification
This class is accountable for instructing students with a range of vision impairments, including blindness, with the development of skills and knowledge so that they can travel independently.

Knowledge, Skills, and Abilities

  • Knowledge of:
    • visual impairment and its social, physical and psychological impact;
    • child development;
    • due process for students;
  • Skill in:
    • conducting comprehensive evaluations related to the area of orientation and mobility;
    • customer service;
    • problem-solving;
    • effective time management and prioritization.
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member.
  • Ability to:
    • develop appropriate goals and program planning for students based upon the evaluation results;
    • teach unique orientation and mobility skills and techniques developed specifically for blind or visually-impaired independent navigation;
    • communicate effectively with students, staff and families;
    • monitor student progress and adjust the program as needed;
    • drive students in District vehicles;
    • work with individuals from diverse backgrounds;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Provides consultation and support services to families, regular and special education teachers, other school personnel and student’s sighted peers;
  • Confers with parents, physical education and other teachers, and special education personnel to provide assistance regarding home and classroom modifications and adaptations;
  • Confers with and instructs parents and school staff on the use of reinforcement of orientation and mobility skills to encourage students to travel independently within the home and school environments;
  • Conducts assessments to determine long and short-term needs;
  • Prepares and uses equipment and materials for the development of orientation and mobility skills such as the tactical maps low vision aid and long cane skills;
  • Transports students to various community locations, as necessary, to provide meaningful instruction in realistic learning environments;
  • Attends IIIP/IEP periodic review meetings and provides information such as it pertains to students’ visual impairment and orientation and mobility skills and progress; participates in the development of the IEP, including goals and objectives;
  • Provides in-service training to school staff, sighted peers, and families concerning the orientation and mobility needs of the student that will foster maximum independence and safety;
  • Provides direct instruction in orientation and mobility skills such as cane travel, concept development, map skills, community travel, low vision distance skills, public transportation, and so forth;
  • Participates in parent conferences and meetings, as necessary, regarding students’ orientation and mobility skills and needs; makes home visits, as necessary;
  • Orders student or program materials and equipment such as canes, low-vision aids, and professional development items;
  • Assists students and parents with information regarding post-secondary resources and services;
  • Makes referrals to outside agencies and other resources, as appropriate.
  • Drive district vans to transport students during O&M lessons to community travel environments;
  • Other duties as assigned.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Speech Language Pathologist

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Summary of Scope of Classification
This class is accountable for identifying, evaluating, and treating students with speech/language, auditory processing, feeding, and social language disorders which significantly impact the student’s ability to participate successfully in educational, vocational, community, and home environments.

Knowledge, Skills, and Abilities

  • Knowledge of:
    • therapeutic interventions and techniques in areas of speech/language, auditory processing, feedings, and social language disorders;
    • appropriate evaluative tools and techniques used in conjunction with the various disorders, such as clinical evaluation of language fundamentals, tests of problem solving, and language sampling;
    • professional code of ethics;
    • group and personal dynamics;
    • appropriate State and federal laws and regulations related to the speech/language area;
    • augmentation and alternative communication systems and assistive technology;
    • and familiarity with Google Suite;
    • and familiarity with Boardmaker software application.
  • Skilled in:
    • providing oral and written presentations;
    • development and administration of therapeutic and instructional materials;
    • developing the appropriate rapport with students, staff, and family members;
    • customer service;
    • problem-solving;
    • effective time management and prioritization.
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member;
  • Ability to:
    • handle confidential information appropriately;
    • work with individuals from diverse backgrounds;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Provides therapeutic intervention for students with speech/language, processing, feeding, and social language disorders;
  • Attends staff meetings and in-service training sessions.  Provides training to paraprofessionals and classroom teachers on speech functions, feeding, communication devices, and student social interactions;
  • Plans, develops, and implements therapeutic materials and activities for treatment such as symbols, communication systems, communication notebooks, and instructional and social skills activities, consistent with the student’s Individual Educational Plan (IEP);
  • Reviews and completes documentation in compliance with State and federal rules and regulations, as well as with District policies and procedures;
  • Provides for initial and periodic evaluations of the speech/language, processing, feeding, and social language disorders of students.  Attends child study conferences;
  • Performs other duties of a comparable level or type.  Travels to various District locations to work with students and attend related meetings.  Must be responsible for arriving at multiple worksites in accordance with District policy; this usually means driving between various work sites;
  • Other duties as assigned;
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Deaf Blind Intervener

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Summary
This position will provide individual support to students who are Deaf-Blind, which refers to a combination of hearing and vision loss that affects the way a student is able to access information and function in the educational environment.

Position Details: 

  • Provide visual and auditory information to Deaf-Blind students.
  • Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
  • Provide access to information, environments, and material for the student who may otherwise be unable to access or understand due to sensory impairments.
  • Guide students through activities and hands-on exploration of materials as appropriate.
  • Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other licensed professionals.
  • Help to maintain safety of the student and the environment.
  • Participate in training/in-service as assigned.

Social Emotional Learning Program Coordinator

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Summary of Scope of Classification
Utilizing collaboration, this class is accountable for promoting student success through providing guidance and leadership to employees as it relates to social emotional learning (SEL).

Knowledge, Skills, and Abilities

  • Knowledge of:
    • Evidence-based SEL practices and curriculum;
    • IEP and due process requirements;
    • Understanding of and commitment to SEL as a framework for student success;
    • Theories of human behavior and development as well as educational disabilities and implications for learning;
    • Mental health and crisis assessment, intervention, and de-escalation
  • Skilled in:
    • Communication, especially regarding conflict resolution;
    • Individual and group processes;
    • Performing assessments for SEL programming and practices
  • Ability to:
    • Work closely with students, caregivers, staff and community agencies;
    • Provide services to students at multiple sites within the district;
    • Manage and prioritize multiple tasks and projects;
    • Work with individuals from diverse backgrounds and have an equitable approach in relationships with students, staff and families

Essential Functions

  • Provide leadership in the area of SEL as a resource for materials, adaptations and accommodations to support students
  • Access and share SEL resources in the district and work to adapt and modify curriculum to meet student needs
  • Monitor and update the District 287 resources and continually provide professional development on curriculum
  • Coordinate ongoing professional development for staff related to SEL and provide ongoing support, coaching, and modeling for staff
  • Works collaboratively with site and district leaders to implement SEL strategies district-wide
  • Develops and maintains a written plan for effective delivery of SEL programming;
  • Maintain data on services provided to students and staff within the district;
  • Communicates the goals of the SEL program to key audiences;
  • Consults and collaborates effectively with caregivers, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs;
  • Participates in professional development activities to improve knowledge and skills;
  • Collects and analyzes data to guide program direction and emphasis;
  • Measures results of SEL program activities and shares results as appropriate;
  • Other duties as assigned.

ASL Interpreter

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Summary of Scope of Classification

This class is accountable for facilitating communication between deaf/hard of hearing students and others by interpreting in educational settings.  Participates as a member of the educational team serving these students.

Knowledge, Skills, and Abilities

  • Knowledge of;
    • American Sign Language (ASL), Pigeon Sign English (PSE), Spoken English, and Minimal Language Signing modes;
    • child development.
  • Skilled in:
    • ASL;
    • customer service;
    • problem-solving;
    • effective time management and prioritization
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member;
  • Ability to:
    • take a visual language and interpret it into English structural sentences, and the reverse;
    • process signs while simultaneously voice interpreting;
    • Interpret at an educational level and language mode appropriate to each individual;
    • give priority for facilitating communication of deaf/hard of hearing students within a hearing environment in both the spoken word into sign language, and voice interpreting sign language into English;
    • be prompt, responsible and dependable;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Utilizes current methods of interpreting to best serve deaf/hard of hearing students, staff and deaf parents with their communication needs;
  • Interprets spoken English into sign language for all communication in a school day, such as classroom, lectures, lab or other educational settings where conversations between deaf/hard of hearing students and anyone else are taking place;
  • Takes notes for students in various educational settings.  Prepares lecture notes, ensuring accurate interpretation;
  • Previews videotapes, PowerPoint and other media presentations in preparation for interpreting for deaf/hard of hearing students;
  • Interprets at student orientation sessions, various meetings and activities between students and student groups and staff.  Also interprets at IEP meetings;
  • Meets regularly with the Deaf/Hard of Hearing teacher regarding the progress of individual students.  Works closely with team teachers to ensure that accommodations are made for students;
  • Receives some work direction from licensed staff, including Deaf/Hard of Hearing teacher;
  • Attends mentoring sessions with an assigned mentor and/or attends staff development sessions to maintain and upgrade skills;
  • As a member of the educational team, performs other related duties such as tutoring, job coaching, copying materials, driving and other duties necessary to facilitate the students’ education;
  • Other duties as assigned.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.