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Minnesota Association of School Administrators

Metro

Director of Special Education – Part time

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Indigo Education is a nonprofit organization that is driven by service, leadership, and integrity.

As a member of the Indigo Education team, the Director of Special Education will provide programmatic and financial oversight of the School’s special education programs.

Currently, the majority of Indigo Education’s clients are charter schools. Individuals successful in this role are ethical, organized, and exhibit the ability to work independently and within a group structure. Indigo Education seeks candidates who are highly motivated and demonstrate the initiative necessary to improve the educational programming for students with disabilities throughout Minnesota.

Essential Functions:

Diligently execute the Statement of Assurances and uphold the Code of Ethics for School Administrators (MN Rule 3512.5200).

Assist contracted schools in complying with federal and state rules/regulations pertaining to students with disabilities.

Collaborate with school staff members to monitor programs regarding compliance with all laws, policies, regulations and guidelines pertaining to special education as mandated by the state of Minnesota and federal government.

Provide training and mentoring to teachers, administrators, and paraprofessionals regarding broad and specific concepts in the field of special education.

Maintain knowledge of legal and ethical requirements related to the special education programs.

Ensure that adequate educational structure is in place to meet the emotional, physical and cognitive needs of learners with Individualized Education Programs (IEPs).

Oversee special education expenditures and revenue and third party reimbursement as requested by contracted schools.

Facilitate meetings pertaining to student specific and district level meetings.

Participate in local, state, and regional special education meetings as necessary.

Interpret and complete, in a timely manner, special education applications and other essential forms as -required by the state and federal government.

Other job-related duties as assigned by Indigo Education’s Executive Director.

Teacher: Special Education- Vision Impaired

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JOB GOAL:

To enable the District to provide quality education for all students in the District; to provide special education services to help alleviate the specific educational areas of concern that prevent the student from experiencing school success.

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.Provides direct specialized instruction to students with disabilities. 2.Planning and organizing effectively.

3.Demonstrating competency in his/her area.

4.Creating and maintaining an atmosphere conducive to learning.

5.Providing opportunities for individual differences.

6.Making provisions for individual differences.

7.Encouraging the development of independent work habits.

8.Using appropriate language for students to model.

9.Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

10.Managing and participating in the IEP process (evaluation, IEP development and implementation, progress report and related paperwork).

11.Must communicate effectively and in a timely manner with all stakeholders using oral, written, and electronic means.

12.Must attend work regularly.

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.Implementing and directing educational strategies to be utilized by support staff.

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.

Teacher: Special Education- Cross Categorical

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JOB GOAL:

To enable the District to provide quality education for all students in the District; to provide special education services to help alleviate the specific educational areas of concern that prevent the student from experiencing school success.

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.Provides direct specialized instruction to students with disabilities. 2.Planning and organizing effectively.

3.Demonstrating competency in his/her area.

4.Creating and maintaining an atmosphere conducive to learning.

5.Providing opportunities for individual differences.

6.Making provisions for individual differences.

7.Encouraging the development of independent work habits.

8.Using appropriate language for students to model.

9.Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

10.Managing and participating in the IEP process (evaluation, IEP development and implementation, progress report and related paperwork).

11.Must communicate effectively and in a timely manner with all stakeholders using oral, written, and electronic means.

12.Must attend work regularly.

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.Implementing and directing educational strategies to be utilized by support staff.

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.

Integration and Equity Coordinator

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ECCS Integration and Equity Coordinator
District Education Center

Start Date: August 15, 2018
Banded/Graded: C-4-3
Salary: $82,720
Days/Hours: 220 days/ 1760 hours
Responsible To: Community Education Director Secondary Personalized Learning Coordinator

For more information please contact:  Jackie Johnston at [email protected]

Interview process to begin July 9, 2018

Position posted until filled

Position Purpose: The Integration Equity Coordinator serves as a leader informing and influencing systemic change to develop culturally responsive systems through teaching, leading, and organizational policies and practices.

Required Qualifications:

School, district, or organizational leadership experience
Demonstrated commitment or training in equity-related professional development
Experience with coordination, design, and delivery of culturally responsive programs, services,and initiatives.
Expertise in culturally responsive teaching and leading.
Excellent organizational, managerial, planning, and time management skills.
Ability to effectively collaborate with others and to lead a team.
Strong oral and written communication and listening skills.
Understanding of pricing and budget management.
Attention to detail.
Strong culturally-responsive problem-solving skills.
Ability to adapt to various environments and balance competing demands.
Understanding of the workings of schools, districts, and other organizations to influence the systems

Preferred Qualifications:

Minimum of five (5) years teaching, preferred
Current teaching and/or administrative license, preferred
Master’s degree in Education, preferred
Certifications in IDI, CQ, or other equity-related instruments and/or training programs, preferred
Major Job Functions, Specific Tasks, Required Knowledge, Abilities and Skills: See attachment

Benefits of Employment as of July 1, 2017: Eligible for benefits under the District 112 Professional and Technical District Personnel Contract. This position is not eligible for overtime or comp time.

Background check will be conducted.

If you are changing positions or the number of hours you work, your benefits may change, please make sure to check the eligibility as listed in the above agreement.

If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure: Please apply online at: http://www.district112.org (only online applications will be accepted).

Special Education Resource Teacher (1.0)

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Posting closes to internal bidders on 6/19/18 at 3:30 pm.

Position: Special Education Resource Teacher (1.0)
Location:  Tartan High School
Start date:  8/27/2018
Salary and Benefits:  Per Teacher Master Agreement (may be viewed at http://www.isd622.org/)
Work Year:  2018-2019 School Year

Required Qualifications:
1. Current MN License in ASD, EBD, DCD, LD or ABS;
2. Extensive experience in working with multi-categorical groups and case management;
3. Excellent collaboration skills and communication skills;
4. Knowledge of due process in the areas of evaluation and educational planning;
5. Experience with Positive Behavioral Intervention Systems, conducting Functional Behavior Assessments, writing Behavior Intervention Plans, Crisis Prevention Intervention training. If lacking this experience, full training within one year is required;
6. Knowledge in Secondary Transition Planning;
7. Ability to perform all job duties, with or without accommodations;

Desired Qualifications:
1. Highly qualified per NCLB in Language Arts, Reading, and/or Math;
2. Computer and data management proficiency.

Application Procedure:
Apply online at www.isd622.org/employment

Special Education Resource Teacher (1.0)

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Posting closes for internal bidders on 6/18/18 at 3:30 PM.

Position: Special Education Resource Teacher (1.0)
Location:  Skyview Middle School
Start date:  8/27/18
Salary and Benefits:  Per Teacher Master Agreement (may be viewed at http://www.isd622.org/)
Work Year:  2018-19 School Year

Required Qualifications:
1. Current MN License in ASD, ABS, LD, DCD, EBD;
2. Extensive experience working with multi-categorical groups and case management;
3. Excellent collaboration and communication skills;
4. Knowledge of due process in the areas of evaluation and educational planning;
5  Experience with Positive Behavioral Intervention Systems, conducting Functional Behavior Assessments, writing Behavior Intervention Pans, and Crisis Prevention Intervention trianing. If lacking this experience, full training within one year is required;
6.  Knowledge in Secondary Transition Planning;
7. Ability to perform all job duties, with or without accommodations;

Desired Qualifications:
1.  Highly qualified per NCLB in Reading, Writing, and/or Math;
2.  Computer and data management proficiency;
3.  Austism Certificate.

Application Procedure:
Apply online at www.isd622.org/employment.