MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Director Special Services

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I. QUALIFICATIONS:Director of Special Education Licensure.
Minimum 3-5 years successful experience as a Special Education Director.
Demonstrated knowledge and understanding of Minnesota Academic Standards and national standards in Special Education.
Broad knowledge and understanding of educational reform models effective for Special Education students.
Thorough knowledge of theories, programs and services including federal laws governing Special Education.
Demonstrated knowledge and understanding of the use of technology for instructional change.
Broad knowledge and understanding of learning theory and practice, National Staff Development Standards, elements of the “No Child Left Behind” act, and classroom-based and standardized assessments of student learning.
Demonstrated knowledge and understanding of the use of technology for instructional and organizational purposes to monitor Special services data.
Managerial and administrative skills including planning, budgeting, problem solving, conflict resolution, organization and leadership.
Proficient in human relations and communication skills.
Skilled in use of technologies as it applies to classroom and operational activities.
Ability to develop and maintain positive relationships with students, staff, parents, and community.
Demonstrated ability to effectively communicate with others in both written and verbal form
Experience working with diverse communities to foster a common vision for children and youth.
Ability to understand and follow data privacy rules and regulations.
Proven ability and record of reporting to work on a regular and punctual basis.
Ability to work a flexible schedule including evenings and weekends.
Valid driver’s license and good driving record.

II. REPORTS TO:   Superintendent of Schools

III. POSITION GOAL:  Provides leadership and direction to all of the district’s Special Services and related activities in order to meet the needs of all students.  Supervises the special education director, teachers on special assignment and other personnel assigned to the special populations areas.

IV. ESSENTIAL FUNCTIONS:

Develops, organizes, coordinates, implements and evaluates areas related to Special Services in the district including:  Special Education, Homebound, English Language Learners, Home schools, Health Services, Section 504, Student Protection Services, Human Rights Officer Functions.
Perform as lead employee to successfully accomplish the job responsibilities associated with the Director of Special Services position.
Perform other duties as assigned by supervisory personnel.

V.  JUDGMENT REQUIRED:

Ability to work cooperatively with staff, parents, and community, provide leadership and administration.
Ability to operate independently and effectively while following established procedures and protocols.
Ability to anticipate and/or recognize problems and/or complications and to determine and implement practical corrective solutions to problems and issues.
Ability to communicate appropriately with individuals regardless of socioeconomic status or intellectual capacity.
Ability to demonstrate critical thinking skills when completing unique or complex job assignments.
Ability to determine what is confidential and proprietary information and how to use that information in a proper manner.
Ability to communicate positively about the school district at all times.

VI. WORKING CONDITIONS:

Perform under normal office conditions where there are minimal negative environmental factors.
Perform within low to moderate noise levels with frequent interruptions.
Perform at moderate to high pace for extended periods of time.
Perform in a classroom environment with professionalism and proficiency.

VIII. PERFORMANCE RESPONSIBILITIES:

Align district leadership, coordination, and supervision for staff involved in the creation and implementation of professional development processes in all special services programs.
Provide leadership and guidance to schools for the implementation of the Minnesota and Federal Standards, laws, rules for all special services activities.
Implement district vision, mission, goals, priorities, and action strategies of the district.
Develop, coordinate and implement special program budgets and programs and curriculum development to carry out the departmental functions aligned to the goals of the district.
Develop and maintain fiscal and departmental personnel records.
Make hiring recommendations and staff changes to the School Board aligned to district policy and procedures and provide appropriate training and professional development for staff, provide coaching, supervision and evaluation of staff.
Coordinate student attendance reporting, organize and coordinate tuition payments for student residents and non-residents attending alternate programs.
Prepares agendas, presentations and materials for the Superintendent and Board.
Answer questions and respond to concerns of citizens, staff, parents and students related to policies and practices of district special services.
Complete accurate state reports successfully to establish the district’s claims for state and federal categorical aids.
Develop and maintain relationships with cooperative agencies and consortiums associated with special services.
Implement and maintain programs for the protection of students including programs for addressing bullying and harassment.
Address complaints, serve as district complaints officer in accordance with district policy.
Oversee special transportation arrangements for special programs.
Maintain programs for Section 504 compliance.
Implement, evaluate and coordinate programming for English learner students and families.
Provide direction and oversight for programs for homeless students per state and federal regulations and district policy.
Provide district-level coordination and assignment of the Positive Behavior Intervention and Supports program (PBIS).
Provide district-level coordination and oversight of personnel related to health services and family services.
Provide oversight of district third-party reimbursement billing.
Coordinate state and federal requirements and efforts of data collection.
Perform other duties as assigned by the Superintendent of Schools.

Inver Grove Heights Community Schools is an equal opportunity employer and supports an inclusive workplace environment.

1.0 FTE Science Teacher – Community Learning Center

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1.0 FTE Science Teacher – Community Learning Center

Job Summary
Develop the student’s fullest acquisition of knowledge, skills, concepts, and attitudes.

Job Functions

Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Instruct students individually and in groups, using various teaching methods.  Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Observe and evaluate students’ performance, behavior, social development, and physical health.
Deliver the district’s written, taught and assessed curriculum.
Maintain knowledge and skills with IB Program changes and updates.
Create a positive environment to ensure successful learning for all students.
Meet with parents and guardians to discuss their children’s progress, and to determine priorities for their children’s social, emotional and academic growth.
Partner with parents or guardians, teachers, counselors, and administrators in order to support students’ academic and social-emotional development.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Adhere to all district policies and procedures.
Support the district’s mission, vision, values and strategic plan.
Guide and counsel students with adjustment and/or academic issues or special academic interests.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Meet with other professionals to discuss individual students’ needs and progress.
Administer standardized, formative and state mandated assessments and interpret results to determine student strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
Understand and maintain boundaries and confidentiality with students, families and staff.
Other duties as assigned.

1.0 FTE Physical Education Teacher – High School

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1.0 FTE Physical Education (and Health) Teacher – High School

Job Summary
Develop the student’s fullest acquisition of knowledge, skills, concepts, and attitudes.

Job Functions

Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Instruct students individually and in groups, using various teaching methods.  Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Observe and evaluate students’ performance, behavior, social development, and physical health.
Deliver the district’s written, taught and assessed curriculum.
Maintain knowledge and skills with IB Program changes and updates.
Create a positive environment to ensure successful learning for all students.
Meet with parents and guardians to discuss their children’s progress, and to determine priorities for their children’s social, emotional and academic growth.
Partner with parents or guardians, teachers, counselors, and administrators in order to support students’ academic and social-emotional development.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Adhere to all district policies and procedures.
Support the district’s mission, vision, values and strategic plan.
Guide and counsel students with adjustment and/or academic issues or special academic interests.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Meet with other professionals to discuss individual students’ needs and progress.
Administer standardized, formative and state mandated assessments and interpret results to determine student strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
Understand and maintain boundaries and confidentiality with students, families and staff.
Other duties as assigned.

School Psychologist

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Major Responsibilities:
Performs difficult professional work conducting psychological assessments; providing interpretation of test results; participating in educational planning; preparing psychological reports; providing customer service, and related work as apparent or assigned.  Work is performed under the general direction of the Director of Student Services.

Essential Functions

Conducts psychological assessments; evaluates students for special education needs, educational skills, social skills and emotional status.
Designs and facilitates programs for children with at risk for failure within the typical learning environment; provides knowledge of cultural mental health issues; assists administration with creating a safe and bully free environment; provides resources for out of district services and programs.
Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues.
Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child.
Provides mental health strategies; facilitates and coordinates training in social skills and anger management.
Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs.
Addresses inquiries from staff and administration in regards to response to intervention and positive behavior interventions and supports; collects information; assists with grant writing.

Knowledge, Skills and Abilities
Comprehensive knowledge of district policies, manuals, programs, processes and procedures; comprehensive knowledge of psychological policy, federal and state rules and regulations; comprehensive knowledge of standard office practices, procedures and equipment; thorough knowledge of business English, spelling and arithmetic; comprehensive knowledge of processes and procedures for evaluating education students; comprehensive knowledge of the principles, practices and procedures of district administration; comprehensive knowledge of curriculum and program development for special students; comprehensive knowledge of issues related to special education law and due process; comprehensive skill developing modified education plans; comprehensive skill analyzing behavioral and social skills; thorough skill operating standard office equipment, personal computer and applicable hardware and software; general skill using psychometric test kids; ability to analyze and interpret various psychological reports; ability to read and respond to grant requests; ability to display an understanding of due process law; ability to develop and present ideas effectively, orally and in written form; ability to compute rates, ratios and percentages; ability to make arithmetic computations using whole numbers, fractions and decimals; ability to understand special education funding streams for student placement and educational support needs; ability to apply communication skills while working in stressful intense situations; ability to access third party agencies and programs; ability to create and maintain files, records, reports and databases in a timely and effective manner both electronically and on paper; ability to communicate effectively both in oral and written formats; ability to establish and maintain effective working relationships with officials, teachers, employees and the general public.

Physical Requirements
This work requires the occasional exertion of up to 10 pounds of force; work regularly requires sitting, frequently requires speaking or hearing and occasionally requires standing, walking, using hands to finger, handle or feel, reaching with hands and arms, pushing or pulling, lifting and repetitive motions; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, operating machines and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a moderately noisy location (e.g. business office, light traffic).

Teacher- Grade 1

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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.