MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Director of Student Supports

by

Knowledge, Skills, and Abilities

  • Skills in strong oral and written communication, including excellent public speaking skills.
  • Strong organizational skills and effective time management.
  • Ability to work with a culturally and linguistically diverse group of staff.
  • Strong knowledge of evidence based practices and strategies in social emotional learning, mental health, and disabilities.
  • Considerable knowledge of the Minnesota Department of Human Services and Hennepin County.
  • Ability to prepare and present data and reports to a variety of professional audiences.
  • Ability to create and administer surveys and other feedback methods.
  • Ability to analyze data and make recommendations for the future.
  • Ability to effectively collaborate with others, provide constructive feedback, and resolve conflicts.
  • Knowledge of best practices in clinical supervision and the role of the school social worker in special education/setting IV programs.

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. Some functions listed may be more prominent than others depending on organizational needs.

  • Promotes the research and implementation of the best practices and evidence-based social emotional learning, mental health, and behavioral interventions within the District.
  • Supervises the work of the Restorative Practices Coordinator, Chemical Health Coordinator, SEL Coordinators, and Program Coordinator.
  • Represents children’s mental health and chemical health on select district level, county, and state committees.
  • Implements and oversees grant initiatives in areas of responsibility.
  • Acts as clinical supervisor for school social workers within the district.
    Liaison for school-based delivery model of mental health services by consultants and mental health professionals from private agencies.
  • Provides back up support for crisis needs within the district.
  • Leads district-wide PREPARE teams and crisis planning work in collaboration with Health and Safety leader.
  • Revises and implements 360 team planning process for sites.
  • Other duties as assigned by supervisor.

Family Engagement Specialist

by

Knowledge, Skills, and Abilities

  • Strategies for creating a welcoming and engaging school climate for diverse families and caregivers
  • Understanding of and commitment to the importance of family engagement for student success
  • Theories of human behavior and development as well as educational disabilities and implications for learning
  • Communication with culturally diverse audiences
  • Engagement strategies and community building
  • Individual and group processes
  • Project management
  • Awareness of community resources

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. Some functions listed may be more prominent than others depending on organizational needs.

  • Support district sites in planning and delivering engaging family engagement programming
  • Design and implement events and activities centered on student and family-identified priorities
  • Contribute to communication newsletters with families throughout the sites and programs within the district
  • Coordinate outreach to families to identify areas of educational strengths and needs
  • Assist senior manager of school and community outreach with collaborating with community based agencies to support students and families
  • Collect data to monitor progress towards family engagement continuous improvement efforts
  • Collaborate with school social workers to share effective family engagement strategies

Administrative Support IV – SIS Data Technician

by

Knowledge, Skills, and Abilities

  • Comprehensive knowledge of desktop computer hardware and software systems, including software products such as Microsoft Office or Google Apps and multi-faceted data or database management systems;
  • Working knowledge of the processes and procedures used within the department and districtwide;
  • Knowledge of:
    • fund accounting, expenditure tracking, and general business practices to effectively monitor budgets;
    • mathematical processes and number concepts and perform simple calculations;
  • Ability to:
    • write grammatically correct routine business correspondence;
    • interact with individuals from diverse backgrounds for different purposes in different contexts;
    • establish and maintain cooperative working relationships;
    • work independently and follow through on assignments with minimal direction;
    • prioritize assignments to complete work in a timely manner;
    • perform effectively in environments with workload changes and competing demands with supervisor direction;
    • enter accurate data, review for accuracy, and perform functions to pull data reports;
    • maintain confidentiality when handling sensitive and personal information;
    • recognize, recommend and be an provide input of the implementation process of a more effective method for work operations;

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. Some functions listed may be more prominent than others based on the specific clerical function for a division/site.

CORRESPONDENCE: Formats and types a full range of correspondence such as memos, form letters, reports, agenda notes etc. from rough draft, transcription, department templates and/or develops own communication documents to disseminate pertinent information to customers or internal staff. Proofreads for content. Edits using knowledge of grammar, punctuation and spelling;

FILING: Designs filing systems. Organizes and maintains individual and department files (including confidential files);

REPORT GENERATION/WRITING: Compiles and generates reports from a variety of sources. Prepares narrative or statistical reports, exercising judgment in the selection of items to be included;

INTERPERSONAL: Provides excellent customer service while adhering to departments customer service guidelines. Answers routing phone calls, e-mails, and other correspondence details in a timely and consistent manner. Provides advice to callers regarding district policy and procedures (e.g. citing a regulation to solve a specific problem). Coordinates with others both within and outside of the organization on a variety of non-routine matters;

SUPPORTING ROLE: Arranges and coordinates meetings (including space, equipment, and any food arrangements). Researches, assembles and coordinates meeting materials (e.g. charts, graphs, reports). Makes travel arrangements;

OFFICE MANAGEMENT: Maintains an inventory of supplies and equipment. Orders supplies when necessary. Completes processes and maintains paperwork for purchasing (e.g. orders, requisitions, invoices, etc.). Maintains employee time and attendance records. Assists in preparing and monitoring the office budget (e.g. compiles figures, reviews statistical reports, verifies expense items). Designs and initiates new forms and procedures to facilitate workflow. Performs related duties as required;

DATA MANAGEMENT/PROOFING: Manages and enters detailed entry of specific data elements. Types with a high degree of accuracy and speed. Verifies data entered by incumbent or someone else and makes corrections as necessary;

PROCESSING: Handling (paper, records, etc.) by systematically organizing them, recording or making notations on them, following up with appropriate action;

RECORDS MANAGEMENT: Maintains and updates Document Management System software as well as computer network file environment. Understands and follows District Records Retention Schedule, record destruction policy and department procedures related to records;

SUPPORT/TRAIN/COACH: Provide support, training and coaching to staff members and other relevant customers on system related tools and processes as needed.

INDEPENDENT PROBLEM SOLVER/CRITICAL THINKER: Uses independent judgment when communicating with internal and external customers. Requires minimum supervision and direction on day to day tasks. Regularly recognizes, recommends and provides input into the implementation process of a more effective method to work operations.

TECHNOLOGY: Works with district provided hardware technology and systems using these tools to perform functions of the job. Shows an aptitude for and an interest in applying technological innovation to their work. Comfortable with using and learning new skills in areas of technology with support and training.

School Psychologist

by

Knowledge, Skills, and Abilities

  • Knowledge of:
    • assessment tools for intelligence and achievement testing, and behavioral assessment scales, as well as objective personality tests; other psychometric tools;
    • standardized test administration and interpretation procedures;
    • various disabled populations such as Emotional/Behavioral Disorder (E/BD), Development Cognitive Disabilities (DCD), Deaf/Hard of Hearing (D/HH), Specific Learning Disabilities (SLD), Autism Spectrum Disorder (ASD) and other Health Disabilities (OHD);
    • state and federal laws, rules and regulations regarding education and other related services, especially regarding special education and eligibility criteria;
    • child development, and related needs and characteristics of children of disabilities;
    • interventions for students with academic and behavioral concerns;
    • psychological and educational assessment practices and techniques;
  • General knowledge of current research and evidence-based practices in school psychology;
  • General understanding of statistics and quantitative analysis;
  • Skill in:
    • test administration procedures, interpretation and presentation of test results;
    • report writing, usually following protocols and templates. The ability to write with clarity;
    • oral communication skills for presenting to parents and team members;
    • Mediation;
    • psychological assessment, psychological interpretation and counseling, in order to determine the individual needs of students with disabilities;
    • conducting effective individual and group counseling;
    • identifying different disabled populations;
    • using MS-Word, Excel, and summary test report software applications;
  • Interpersonal skills;
  • Oral and written communication skills;
  • Prior experience working with a culturally diverse population and the ability to navigate intercultural issues with sensitivity and awareness and with a high level of cultural proficiency.

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.

  • Conducts educational assessments, such as intelligence and academic achievement testing, functional behavioral assessments, social-emotional behavior ratings, adaptive behavior scales, behavioral observations, and functional skills assessments. Reviews files, and interviews staff and parents as components of the assessment process;
  • Conducts functional behavioral assessments (FBA) and assists with the development of positive behavior intervention plans (BIP). Links assessment information to school-wide, classroom, or individual interventions;
  • Consults with the education team to develop appropriate recommendations and programs for students;
  • Provides problem-solving consultation at Individual Education Plan (IEP) meetings, as well as assistance in similar meetings or situations. May represent the District as the administrative designee at staff meetings. Ensures that the procedures are followed; program designations are approved by the administrative designee;
  • Provides one-to-one and group counseling to students, provides crisis services to students, and attends a variety of meetings including regular staff meetings and mental health committee meetings. Must be responsible for arriving at multiple worksites; this usually means driving between various work sites;
  • Plans and develops education evaluation referrals with the IEP managers, so that evaluations are comprehensive and include all the elements specified by the State of Minnesota. Coordinates assessment summary report writing with the IEP managers. Reminds staff of when reevaluations, such as IEP assessments, are due;
  • Documents student contact, including medical assistance (MA) billings;
  • Works as part of an educational team; consults with other school personnel, children and parents in providing services to students;
  • Provides social and life skills lessons, both group and individual, as needed;
  • Provides behavioral support and crisis intervention, as needed;
  • Collaborates with community agencies/organizations in order to connect students with community resources;
  • Performs other duties of a comparable level or type.

Social Emotional Learning Coordinator

by

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
  • Skill 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

ESP – Special Education (Resource program)

by

Position Type:
Support Staff/Educational Support Professionals

Location:
Birch Grove Elementary

Closing Date:
Until Filled

Job summary: To inspire and prepare each and every scholar with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by supporting students and assisting the special education teacher in the operation and function of the classroom. To work with individual or small groups of students as assigned.
Responsibilities and tasks include:

Assisting special education students with daily activities including academic, social, motor and/or functional tasks;
Observing, collecting, documenting and reporting data as requested;
Carrying out the special education needs, goals and objectives of students as communicated by the special education teacher; and
Participating in IEP conferences as requested.
Insuring that vulnerable students are adequately supervised;
Using adaptive equipment correctly and safely;
Supporting students who display aggressive, abusive or inappropriate verbal and/or physical behavior as outlined on the Behavior Support Plan (BSP);
Following all district procedures and policies for maintaining a healthy and safe environment for students and staff;
Assisting students with the self-care tasks of feeding, dressing, and toileting. Lifting, moving and transitioning may be necessary for repositioning and/or functional tasks. Under the direction of a licensed school nurse or registered nurse, perform basic medical procedures to include, but not limited to, tube feedings, seizure recognition and precautions, etc.
Operating adaptive equipment (i.e., wheelchairs, and augmentative communication devices, assistive technology) and insuring their safe and proper use
Keeping all student information strictly confidential;
Communicating with appropriate personnel as dictated by Federal Education Reporting Practices Act (FERPA) and District policy;
Participating in required training;
Working as a team to support student learning;
Participating in staff team meetings when requested.
Any other duties deemed necessary by the team and approved by the Special Education Coordinator Special Education Supervisor.

Minimum qualifications include:
High School Diploma or equivalent.
Persons employed shall have the skills needed to perform tasks and work with children, staff and parents. Must have physical capability to lift and attend to physical needs of students as required.
Participation in district training program prior to and during employmen
Knowledge, skills, and abilities include:
Working with children;
Communicating effectively in verbal and written formats;
Developing collaborative working relationship with students and staff;
Using positive behavior intervention strategies;
Resolving conflict effectively;
Promoting positive environments by working effectively with diverse students, staff, families and communities;
Using computer software such as email, Microsoft office and Google Drive;
Organizing and managing time effectively;
Working in a flexible and adaptable manner with a tolerance for ambiguity; and
Modeling the attributes of an efficacious learner: resourceful, self-directed, responsible, problem solver and skilled communicator.

Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract
Work schedule: 6 hours/day; 5 days/week
Job type or FTE: part-time; school year
Bargaining unit: Educational Support Professional
Desired start date: ASAP

Osseo Area Schools offers:
Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Mentorship programs for teachers and educational support professionals
Summer opportunities
and more

Equal Employment Opportunity Statement:
Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.
Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.
Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.
Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.
Background Check Upon Conditional Offer:
Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required. Criminal convictions are reviewed on a case-by-case basis.