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Minnesota Association of School Administrators

Metro

Teacher – Special Education (18-21 Year Old, Community Program)

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JOB GOAL: To provide quality, community based education and IEP implementation for 18-21 year old students.

 

ESSENTIAL FUNCTIONS:

Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:

Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.

 

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:

Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.

 

The teacher is expected to establish and maintain a professional relationship with fellow staff members and community partners by:

Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.

 

Professional Development: The teacher is expected to demonstrate professional learning and development by:

Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.

 

Program Manager, Licensed School Social Worker

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Saint Paul Public Schools is hiring for a Program Manager, Licensed School Social Worker! Come join our team of dedicated professionals!

  • SPPS is looking to hire a Program Manager, Licensed School Social Worker (SWW) – JOB ID 1019890.
  • This is an onsite position and the pay is $79,000 – $115,000 (annually) varies on education and experience.
  • We are aiming to fill this role as soon as possible.
  • The first of the the month following 30 days of employment, employees will be eligible to enroll in Medical/Dental/Vision/401K benefits/other insurance related benefits and accrue sick and vacation time based on hours worked.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

Position Summary

Under the leadership of the Assistant Director of Special Education or Special Education Supervisor, the Programs Manager, School Social Work is responsible for providing leadership to school social workers serving
students with and without disabilities from birth to age 22. The Program Manager, School Social Work collaborates with key stakeholders across multiple district programs and departments, school leaders, school staff, district
leaders, community partners and the Minnesota Department of Education (MDE) to ensure an effective and comprehensive district plan for implementing continuous improvements, supports, and evidence-based practices that impact district school social work services. Responsibilities include the recruitment, hiring, and assignment of school social workers (SSW) across the district, and providing ongoing SSW supervision including support for problem-solving, best practices for service delivery, engaging families in decision making, and
special education due process and compliance.

Supervision Received

Report to the Assistant Director of Special Education or Special Education Supervisor.

Responsibilities

The essential job functions include, but are not limited to, the following fundamental duties:

  • Oversee school social workers (SSWs) across the district in collaboration with school principals or designated program leadership.
  • Coordinates the district¿s support for improvement in identified schools by aligning support through communication, planning, and collaboration with multiple stakeholders.
  • Collaborates with key stakeholders across multiple district programs, departments, and schools.
  • Develop processes, tools, and protocols around coaching, implementation, monitoring, and data analysis.
  • Serves on various district committees, teams, and work groups.
  • Designs and prepares a variety of tools and documents to assist leadership teams.
  • Communicates regularly with site leaders and site administrators to ensure program compliance, including visiting sites and providing feedback.
  • Works within allocated budget and data-based accountability.
  • Works with district staff to organize logistics of purchasing materials and resources.Works in collaboration with all project teams.
  • Continuously finds ways to improve the program and growth and development with team.

Responsibilities (continued)

  • Supervises, interviews, hires, and trains assigned staff, including the coordination, oversight and provision of social work or clinical supervision as required by the MN Board of Social Work.
  • Creates and presents professional development and program initiatives.
  • Performs other related job duties as assigned.

Knowledge, Skills and Abilities

  • Considerable knowledge of district, state, and national educational standards and best practices, especially those related to the provision of school social work services.
  • Working knowledge of the use of technology in both instruction and daily work duties.
  • Considerable knowledge of infusing technology to foster student learning and success.
  • Knowledge of positive behavioral interventions, group counseling techniques with children and/or youth, and diagnosis and treatment of mental health concerns.
  • Knowledge of community resources and social services.
  • Effective skills in budget management with multiple funding sources, such as district, state, federal, and private grants.
  • Effective skills in supporting professional level staff in the implementation of several program activities simultaneously.
  • Effective communication skills and the ability to collaborate with multiple constituencies.
  • Ability to effectively establish relationships with district and site staff and representatives of organizations at the local, national, and international level.
  • Ability to collaborate with students, staff, families, and partners to provide services that support the SPPS needs of students throughout the district.
  • Ability to interact effectively with a wide variety of persons from diverse cultural, ethnic, racial and socio-economic backgrounds.
  • Ability to use data to plan curriculum, assess programs, and distribute resources.
  • Capacity to effectively facilitate meetings and liaise between partners.
  • Excellent organizational and problem-solving skills.
  • Strong communication and organizational skills.
  • Ability to build and develop effective teams.
  • Experience in the creation, implementation and facilitation of professional development programs and presentations.

Minimum Qualifications:

  • Bachelors Degree in Social Work or a closely related field.
  • Three (3) years of experience in a position requiring school program/project coordination, team leadership or a closely related field.
  • A valid Licensed Independent Clinical Social Worker (LICSW) issued by the Minnesota Board of Social Work and a current PreK-12 License issued by the Minnesota Department of Education.
  • OR an equivalent combination of education, training, and/or experience.

Preferred Qualifications:

  • Masters degree in Social Work or closely related field.
  • Five years of experience providing social work services in settings serving students receiving special education services.
  • Two years of special education leadership experience (e.g., lead staff, coach, or related informal leadership experience).
  • Direct experience working with families.
  • Direct experience working with community organizations.
  • Expertise in trauma informed schools.
  • Administrator licensure (e.g., Director of Special Education, Principal licensure), or willingness to obtain.
  • Valid Minnesota drivers license without restrictions.

PAY, BENEFITS & WORK SCHEDULE
This is a 12 month position working 40 hours per week. The salary schedule can be found on the Labor Agreements page.

Benefits are available to new employees after 30 days of active employment. Benefits include medical insurance,
life insurance, sick leave, pension plan, tax-free retirement account, and flexible spending account. Some employee groups also receive vacation, dental insurance and disability insurance. A summary of benefits can be found on the Benefits Summaries page.

HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application.

The Human Resource Department will review your application materials and contact you regarding the next steps.

To attach additional documents to your online application, click on the “Additional Attachments” link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.

OTHER INFORMATION
Transcript – Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Veteran’s Preference – If you are an eligible veteran applying for a job where veteran’s preference applies and wish
to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.

Criminal Background Investigation and Reference Checks – Reference checks and a criminal background investigation
will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.

ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.

  • Regular and reliable attendance
  • May be exposed to various cleaning products

EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.

EQUITY STATEMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.

Job Type: Full-time
Pay: $79,000.00 – $100,000.00 per year

Benefits:

  • Dental insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Life insurance
  • Paid time off
  • Professional development assistance
  • Retirement plan
  • Vision insurance

Speech Language Pathologists

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Position Type: Student Support Services/Speech and Language Pathologist

Openings: 3

Speech Language Pathologist (JobID: 29246) at Birch Grove/Zanewood/ESC
Speech Language Pathologist (JobID: 29247) at Park Center Senior High/North View Middle School
Speech Language Pathologist .2 FTE (JobID: 29248) at North View Middle School

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. Provide service and support in the area for which employed including writing and implementing individual scholar goals and objectives, evaluating scholar performance according to the goals and objectives on the Individual Educational Plan (IEP) used by the district, promoting scholar achievement, maintaining required scholar records, making related reports to the site/department licensed administrators as prescribed or authorized by the superintendent, maintaining contact and communications with guardians/caregivers of scholars and working with them in the development of each scholar, performing classroom management duties, enforcing district rules governing the conduct, understanding and implementing due process guidelines following state and federal rules, regulations and district policy; make appropriate and equitable use of resources and technologies; implement the goals and objectives of the District and the school and/or program for which employed; provide in-person, synchronous, and asynchronous learning and services when applicable; work collaboratively with others. Willing to participate in district, building, and department leadership activities. Ability to be flexible with work hours to meet the needs of guardians/caregivers, department, building and/or district at the discretion of the supervisor.

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

Please review the full job description at www.District279.org/careers for a detailed description of the essential functions and requirements of the position.

Minimum qualifications include:

Master’s Degree
MDE Speech Language Pathologist license
*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB).

Preferred qualifications include:

Certificate of Clinical Competence preferred

Salary: View salary grid on Pages 51 – 52 of the teacher’s contract Education Minnesota Osseo
Start Date: 8/26/2024
Bargaining unit: Education Minnesota Osseo

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.

Teacher- 4K

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Occupational Therapist – Long Term Substitute

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JOB GOAL: To evaluate children with disabilities; provide treatment and consultation services for and on behalf of children that qualify for occupational therapy services; and communicate with education personnel, parents and community agencies. School-based occupational therapy is designed to enhance the student’s ability to fully access and be successful in the learning environment. The Occupational Therapist helps students restore or maintain function, foster normal development and where feasible, prevent further disabilities through the selection of purposeful activities. The Occupational Therapist facilitates improvement of the student’s physical, emotional, sensory and/or perceptual deficits.

ESSENTIAL FUNCTIONS:
1. Screening or evaluation of a student’s current performance in areas of concern, the modifications or attempts that have been made to solve the problems, and results of those attempts.
2. Collecting information regarding a child’s performance using various methods from multiple settings and sources determining a child’s current functional abilities in performance areas (activities of daily living, work/productive activities and play/leisure activities) as compared to the expected performance.
3. Determining a child’s current functional abilities within performance contexts, including temporal context and physical, social, and cultural environmental contexts, as compared to the expected performance.
4. Developing goals related to academic and nonacademic performance and recommend OT service delivery when educationally necessary (IEP).
5. With other members of the team, write objectives that reflect the student’s needs in the educational setting (IEP).
6. Developing an OT intervention plan.
7. Planning for and delivering OT services according to the frequency and duration listed on the IEP. Developing and implementing a plan of data collection to provide objective basis for decision making.
8. Provide intervention that enhances the child’s functional abilities.
9. Make recommendations for altering intervention plans as indicated by a child’s performance.
10. Lead meetings, conferences, and informal interactions as requested.
11. Document child’s performance, phone calls, meetings, and such in child’s OT record.