MASA Jobsite Online

Minnesota Association of School Administrators

South Central

1.0 FTE Long Term Substitute Elementary General Music Teacher #4254

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JOB ID: 4254 – 1.0 FTE Long Term Substitute Elementary General Music Teacher – Full-time temporary position at Spring Creek Elementary beginning on or about 8/30/2024-11/21/2024.
Scheduled days/hours: Monday-Friday from 7:30 a.m. to 3:30 p.m.

Duties: Plan and teach lessons for music classes on specialist schedule rotation for grades K-5. Support positive classroom community and help reinforce social skills for student groups. Conduct 30-minute 4th and 5th grade choir rehearsals during the school day each week. Hour-long class sessions. Participate in PLC meetings with music teachers in the district on Wednesday mornings.
Deadline: Open Until Filled – (4/22/2024) EOE – Employment is contingent upon completion of a background check.

Assistant Principal – Secondary

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Assistant Principal
Secondary School

Mankato Area Public Schools is seeking a Secondary School Assistant Principal beginning July 1, 2024.

Summary of Duties
Mankato Area Public Schools is a growing, diverse, and innovative school district committed to the success of all students. The Assistant Principal will be a collaborative instructional leader supporting staff, students and families.

Qualifications:
MN licensure as a K-12 Principal is required.

Please submit a cover letter, completed application (available at www.isd77.org), transcripts, and at least 3 current letters of recommendation.

Application Deadline:
May 1, 2024.

This position will be filled on the basis of the experience, competency, and qualifications of the applicant and the needs of the District. District 77 complies with state and federal fair employment regulations.

For further information, contact the Office of Human Resources at 507-387-3017.

1.0 FTE Long Term Substitute EL Teacher #4253

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JOB ID: 4253 – 1.0 FTE Long Term Substitute EL Teacher- Full-time temporary position at the High School beginning on 04/29/2024-6/6/2024.
Scheduled days/hours: 7:30 am – 3:30 pm.

Duties: Will be responsible for co-teaching with teachers in mainstream classes where EL students are clustered: science classes for grades 9, 10, and 11 and a global studies class for grade 12. Will also be responsible for teaching a sheltered EL English class for Newcomers (Level 1).
Deadline: 4/24/2024 — EOE (04/18/2024) Employment is contingent upon the completion of a background check.

COMPASS Regional MnMTSS Lead

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REPORTS TO: Director – Teaching and Learning
GROUP/FLSA STATUS: Exempt (Professional), Regular, Full-time, Eight hours per day during regular business hours (M-F); 260 Days
Revised: 04/15/2024

SUMMARY:   (Brief description summarizing the overall purpose and objectives of the position.)
The Minnesota Multi-Tiered Systems of Support (MnMTSS) Regional Specialist is an MDE funded service cooperative employee that serves as a member of a Statewide MnMTSS Team and provides support for regional implementation of the MnMTSS framework.

To ensure consistent and sustained MnMTSS, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, CAREI and MSC to build the capacity within districts to manage and sustain local MnMTSS with fidelity, resulting in improved district practices, ultimately creating positive learner developmental, academic, behavioral, social-emotional experiences and outcomes.

The person hired as an MnMTSS Regional Specialist will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and understand MnMTSS as an equity focused framework through which these inequities can be addressed.

ESSENTIAL FUNCTIONS:   (Typical tasks but not all inclusive – major duties of the position.)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Statewide MnMTSS Team Responsibilities:

·        Provide technical assistance to regional school districts and charter schools in the implementation of MnMTSS using consistent statewide technical assistance strategies. This includes:

  • (Data Analysis/Needs Assessment) Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
  • (Training) Collaboration with MDE and CAREI staff in developing and delivering in-person, synchronous and asynchronous professional learning content for delivery across all regions. Deliver state-approved professional learning with fidelity.
  • (Coaching) Provide on-site evidence-based coaching for district and school leaders and teams in the region to implement yearly MTSS action plans.
  • (Brokering of Resources) Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.

·        Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:

  • Attending all professional learning provided for Regional Specialists by MDE and CAREI staff to understand and be able to accurately message the structures of MnMTSS, to be trained in MDE MnMTSS Cohort Training materials and to be able to deliver consistent training to districts, and to learn updates and connections to other COMPASS content areas (literacy, math, school climate, SEL etc..) and MDE initiatives.
  • Participating in coaching provided by MDE and CAREI staff to improve training delivery, improve TA strategies, learn new protocols, deepen ability to build relationships with clients, learn to use and coach any MTSS self-assessments or capacity assessments, to facilitate district leadership team goal setting and action planning for implementing system processes and practices that address their inequities.
  • Participating in communities of practice with cross-regional colleagues to be able to stay consistent in the delivery of support to districts, to practice identifying districts’ needs and what may be adaptable to their local context, to build each other’s knowledge and skills in new and upcoming research.
  • Participate in the coach-of-coach model, including observations, to improve capacity and skills in providing direct support to the district.

·        Collect and review statewide service data to identify what works well for whom under what circumstances. Identify areas of need and identify areas for shoring up consistency in delivery and support. Identify root causes, practice problem-solving, identify possible solutions, and develop an adjusted service delivery plan that includes gathering new data, studying, and analyzing that data, prioritization, and action planning.

·        Collaborate with regional team members to develop and execute a support plan that strengthens and furthers regional implementation. Use continuous improvement principles to understand the impact of internal practices, support provided, and to determine the next steps.

·        Consistently message and explain Mn MTSS service delivery model and support to all entities that interact with it. Clarify for districts and others Minnesota’s service delivery pathway for support and what each entity’s role is within that statewide service delivery model.

As requested by the state leadership team, actively participate in a state tier one instruction cross-functional team.
·        Collect and track individual work time, effort, focus, strategies used, etc., to support the statewide reflection on content training needs, skill-building needs, consistency in delivery across team members, etc.

Minnesota Service Cooperative Responsibilities:

·        Serve as an MnMTSS specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all content areas is aligned to MnMTSS.

·        Collect and analyze regional knowledge and capacity data to identify messaging, training, support, and coaching needs to build capacity for implementing practices within the MnMTSS framework.

·        Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned to MnMTSS.

 

District and School Responsibilities

·        As a regional specialist, collect, analyze, and use data (student, program, and implementation level data) to problem-solve needs and priorities within the region.

·        Support district and school leaders in developing an effective infrastructure for implementing the MnMTSS as a continuous improvement framework.

·        Facilitate the development of linked teams in districts and schools. Coach and support teams in effective teaming structures and the use of data-based decision-making processes at all system levels.

·        Initiate and facilitate discussions with district (and school) leadership teams about the existing inequities their current system creates and maintains.

·        Collaboratively facilitate district (and school team) goal setting and action planning for implementing system processes and practices that address inequities.

·        Support district and school leadership teams in data collection and analysis to ensure data is being used effectively at all levels of the system, from district to classroom) to inform instruction that supports student growth and achievement across all Tiers.

·        Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).

·        Support district and school leaders in planning to develop and continuously improve Tier 2 and Tier 3 academic and behavior interventions, in addition to Tier 1 instruction.

·        Through the engagement with COMPASS staff (MDE and other regional content specialists), engage district and school leaders in integrating Comprehensive Mental Health, School Climate, SEL, Culturally Responsive Pedagogy, supports for Multilingual learners and Family and Community Engagement within their district wide MnMTSS implementation.

·        Familiarize teachers and administration with the research on multi-tiered systems of support.

·        Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.

·        Work collectively with peers and MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.

EDUCATION AND EXPERIENCE:   (Minimum level of education and experience required.)
Bachelor’s degree in education or related field (e.g. school psychology, social work)
At least five (5) years’ experience in PreK-12 education with at least two (2) years in a school or district leadership position
Preferred Education and Experience

·       Significant (5-7 years) experience in school and/or district leadership.

·       Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.).

·       Current school or district administrative license.

LICENSES, CERTIFICATES AND REGISTRATIONS:   (Minimum required to perform the job.)
·        Valid Driver’s License

KNOWLEDGE, SKILLS AND ABILITIES:   (Minimum competencies for job performance.)
·        District experience implementing a framework for equitable MTSS within a K-12 education setting.

·        Experience coaching MTSS teams to change adult practices (versus individual contributors)

·        Demonstrated commitment to examine data to self-reflect on own actions and impact to continuously improve own practices.

·        Experience guiding teams to make data-based decisions for continuous improvement including providing guidance on universal screening, progress monitoring, and diagnostic assessments.

·        Experience building the capacity of teams to independently develop and prioritize goals and create and carry out action plans to meet improvement goals.

·        Experience in identifying, implementing, and evaluating evidence-based practices in education.

·        Understanding and applying adult learning principles in professional learning.

·        Ability to function cooperatively as a member of a team collaboratively engage with a wide range of staff to develop and promote trusting partnerships.

·        Ability to reflect on and continuously improve professional practices in response to coaching.

·        Experience addressing educational inequity in previous positions. Ability to recognize and disrupt dominant narratives and the marginalization they perpetuate.

·        Experience with effective implementation practices and systems change.

·        Experience with Universal Design for Learning

·        Excellent organizational skills and attention to detail

·        Creative analytical and problem-solving skills; show initiative in resolving problems.

·        Effective written and verbal communication skills

·        Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives; effective and efficient at prioritizing work plans and activities- a self-starter.

·        Adaptable and flexible with competing demands and shifting priorities.

·        Proficient in the use of G-Suite applications and online learning platforms. Ability to adapt to new software and digital tools.

ENVIRONMENT AND PHYSICAL DEMANDS:  (Physical/sensory and environmental conditions.)
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance as necessary.

POSITION TYPE/EXPECTED HOURS OF WORK:  (Minimum essential factors of daily position.)
This is a full-time, 12-month 40-hour work week position. Must be available to work during typical school hours, but occasional evening events, travel to the Minnesota Department of Education and travel within the region is expected. Occasional travel outside of the region.  Office specifics will vary by region.

OTHER DUTIES:  (Potential other factors of daily position.)
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

COMPASS Regional Math Lead

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SUMMARY:

This position, the Regional Mathematics Specialist, will serve as a part of the statewide system of regional support to educators and school leaders to implement evidence-based instructional strategies in standards-based mathematics.  This position will work with state math leaders and regional centers to lead regional professional learning to promote a deep understanding of math standards, content, learning progressions and pedagogy necessary for implementation of standards and effective teaching in PK-12 math environments.

The regional mathematics specialist continuously utilizes data to inform instructional practices related to standards-based education and facilitates communications and planning with sites and districts to advance student success and accelerate student learning. This position will work with regional sites to build sustainable systems of processes and coaching supports for educators and educational leaders to improve their capacity to fully implement evidence-based mathematics, engage families, and build educator competency and efficacy – thereby increasing the mathematics skills of historically underserved children in Minnesota.

The regional math specialist will work in partnership with state and regional teams to build educator and building administrative competency around mathematics, assessment and data including understanding standards and benchmarks and the developmental processes of learning mathematics.  This position will work with sites to identify resources and alignment to math standards.

ESSENTIAL FUNCTIONS:   (Typical tasks but not all inclusive – major duties of the position.)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Statewide Regional Mathematics Responsibilities:

  • Play and active role in the MDE and Regional statewide math support team, including:
    • Attending all professional learning provided.
    • Participating in communities of practice with regional colleagues to deepen understanding and skill in math standards, math progressions, math instructional pedagogy and standards-based implementation.
    • Staying apprised of current research and evidence-based practices for mathematics instruction.
    • Collaboratively developing tools, resources, professional development modules, and programming.
    • Determine evidence-based programs and practices that should be scaled-up for improved instruction, curriculum, assessment, and professional development.
    • Work collaboratively to build and maintain a regional system of professional development and support that educators and leaders can easily access and which makes extensive use of e-learning modules, webinars, interactive websites, open education resources (OER) and/or other multimedia and digital resources.
    • Provide tools and processes for on-site coaching for district and school math educators and leaders and school teams in the region.
  • Incorporate into the statewide system of training and support principles of Multi-tiered Systems of Support and Universal Design for Learning.
  • Develop strong relationships with other organizations supporting mathematics leadership including NCTM, NCSM, The Minnesota Council of Teachers of Mathematics (MCTM), The MN Math Leaders, The STEM Center (SciMathMN), and state and regional higher ed institutions.
  • Assist schools in identifying, operationalizing, and reaching a shared understanding of core features of evidence-based practices in curriculum, instruction, assessment, and professional development.
  • Participate in early learning training and support initiatives that help pre-K teachers provide high-quality, developmentally based instruction.
  • Assess statewide practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
  • Support the capacity of the Regional Centers of Excellence and Regional Service Coops staff to help districts and schools improve student achievement in math and reduce opportunity gaps birth through grade 12, especially for our most historically underserved communities.
  • Select and use tools and materials specific to active implementation frameworks, and train regional mathematics specialists in their use.
  • Assess practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
  • Ensure alignment of the work to the Minnesota PreK-12 Academic Mathematics Standards and Early Childhood Indicators of Progress.
  • Monitor the design, implementation, and evaluation of local mathematics plans.

Minnesota Service Cooperative Responsibilities:

  • Provide support and coaching to internal staff to build capacity for implementing the 2007 and 2022 Math Standards.
  • Collaborate with MDE State Mathematics Team and the Regional Mathematics Network colleagues to ensure support provided across all levels of math is aligned to evidence-based Structured Mathematics practices.

District and School Responsibilities:

  • Support districts in the development, implementation, evaluation, and submission of their Local Mathematics Plans.
  • Support districts in the implementation and alignment of a MnMTSS system utilizing evidence-based practices and standards-based mathematics curriculum.
  • Support implementation of evidence-based mathematics practices in PK-12 settings.
  • Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
  • Familiarize teachers and administration with the research on effective mathematics practices and evidence-based practices.
  • Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
  • Work collectively with peers and MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
  • Other duties as assigned.

COMPASS Regional Literacy Lead

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REPORTS TO: Director – Teaching and Learning
GROUP/FLSA STATUS: Exempt (Professional), Regular, Full-time, Eight hours per day during regular business hours (M-F); 260 Days
Revised: 04/15/2024
SUMMARY:   (Brief description summarizing the overall purpose and objectives of the position.)
Regional Literacy Leads are hired jointly by the Minnesota Department of Education (MDE) and Minnesota Service Cooperatives (MSC).  Regional Literacy Leads will be employed by a Minnesota Service Cooperative and be funded through state READ Act dollars; work will be directed by MDE State Literacy Director and supervised by the regional coop. They will be responsible for The READ Act and the MDE BOLD State Literacy Plan implementation at the regional level.

To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.

Core responsibilities include:

  • Collaboration with MDE, CAREI, and the Regional Literacy Network team.
  • State-approved training facilitation and documentation.
  • Local Literacy Plan technical assistance.
  • Support Universal and Dyslexia screening administration and data interpretation.
  • Site-based Literacy Coaching support.

ESSENTIAL FUNCTIONS:   (Typical tasks but not all inclusive – major duties of the position.)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Statewide Regional Literacy Network (RLN) Responsibilities:

  • Collaborate with MDE, CAREI, and the Regional Literacy Network team to ensure consistent access, coherence, and alignment for districts and charter schools on all literacy initiatives across the state, including the MN READ Act legislation.
    • Engage in collaboration that develops, promotes, and sustains collegial relationships between MDE staff, CAREI the Regional Literacy Network team, and regional cooperative staff.
    • Engage with districts and charter schools to provide consistent access, coherence, and alignment of messaging and support services across the state.
  • Support facilitation and monitor the administration of the training of teachers and school leaders in each of their regions.
    • Collaborate with MDE and CAREI staff in the development and delivery of in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Provide in-session and follow-up support.
    • Serve as a training facilitator for the synchronous sessions of the approved trainings in their regions.
    • Remain well-informed of current and developing research concerning Structured Literacy, literacy evidence-based practices, intervention, dyslexia, and screening through communication with colleagues and experts, participating in professional development, and reviewing the research literature.
  • Provide Local Literacy Plan technical assistance.
    • Assist districts and charter schools with the development, submission, and implementation of the required annual Local Literacy Plan.
  • Support universal and dyslexia screening administration and data interpretation.
    • Provide support with interpretation of district and charter school screening data.
    • Develop familiarity with regional needs related to Structured Literacy to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
  • Support site-based Literacy Coaching
    • Build the capacity of Literacy coaches to provide on-site coaching for district and school leaders and literacy teams in the region.
    • Support regional school districts and charter schools in the implementation of evidence-based Structured Literacy practices.
  • Participate actively in a statewide Tier One instructional cross-functional team, if requested by the state leadership team.

Minnesota Service Cooperative Responsibilities:

  • Provide support and coaching to internal staff to build capacity for implementing the READ Act legislation which includes evidence-based practices aligned to Structured Literacy.
  • Collaborate with the MDE State Literacy unit, CAREI, and the Regional Literacy Network colleagues to ensure support provided across all content areas is aligned to evidence-based Structured Literacy practices.
  • Collaborate with MDE, CAREI, and the Regional Literacy Network to build the capacity of regional literacy coaches.
  • Lead READ Act Literacy Coaches at the Cooperative

District and School Responsibilities:

  • Support district staff in the development, implementation, evaluation, and submission of their annual Local Literacy Plan to MDE.
  • Support district efforts to administer required universal and dyslexia screening tools and data submission to MDE.
    • Ensure district staff are trained on and administer an approved universal screener.
    • Provide data literacy support to ensure data analysis informs instruction and interventions.
    • Support inclusion of summary data in Local Literacy Plan submissions due annually on June 15th.
    • Support district implementation of dyslexia screening and identification of students with characteristics of dyslexia.
  • Support districts in the implementation of evidence-based curriculum and materials while supporting alignment to the revised English Language Art standards.
  • Support implementation of evidence-based Structured Literacy practices in PK-12 settings.
  • Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
  • Support districts in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
  • Support districts in providing guidance of parent/family notification for students not reading at or above grade level including the student’s reading proficiency level, reading-related services, and strategies for families to use at home to support the student.
  • Familiarize districts with the research on Structured Literacy, evidence-based practices, intervention, dyslexia, and screening.
  • Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
  • Other duties as assigned.

EDUCATION AND EXPERIENCE:   (Minimum level of education and experience required.)
Bachelor’s degree in reading, education, special education, or related field.

  • Minimum five years’ experience in English Language Arts instruction or related fields such as psychology and speech-language pathology.
  • Systems Level Leadership or comparable experience.
  • Successful completion (or near completion) of one of the three approved training courses: LETRS K-3, OL&LA, and/or CAREIALL.
  • Experience planning, implementing, and evaluating district-wide initiatives and professional learning.
  • Experience in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
  • Data Collection/Analysis.

Preferred Education and Experience

  • Master’s degree in reading, education, special education, or related field.
  • LETRS/OL&LA/CAREIALL Facilitator.
  • 3+ years of instructional coaching experience with a focus on literacy and student data.

LICENSES, CERTIFICATES AND REGISTRATIONS:   (Minimum required to perform the job.)
·        Valid Driver’s License.

·        Current teaching or administrative license.

 

KNOWLEDGE, SKILLS AND ABILITIES:   (Minimum competencies for job performance.)
·        Thorough understanding of pedagogy and best practices within education.

·        Understanding of adult learning principles and group facilitation.

·        Ability to function cooperatively and collaboratively with colleagues and educators.

·        Ability to reflect on and continuously improve professional practices in response to coaching.

·        Ability to adapt to and work with a variety of school contexts.

·        Excellent organizational skills and attention to detail.

·        Creative analytical and problem-solving skills.

·        Effective written and verbal communication skills.

·        Ability to work effectively and efficiently across agencies and partnerships, individually and as a team member.

·        Ability to show initiative in resolving problems.

·        Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives.

·        Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally.

·        Ability to always conduct oneself in a professional and customer service-based manner.

·        Proficient in the use of office applications and online learning platforms.

ENVIRONMENT AND PHYSICAL DEMANDS:  (Physical/sensory and environmental conditions.)
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance as necessary.

 

POSITION TYPE/EXPECTED HOURS OF WORK:  (Minimum essential factors of daily position.)
This is a 260-day position. Must be available to work during typical school hours, but occasional evening events, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region.  Office specifics will vary by region.

 

OTHER DUTIES:  (Potential other factors of daily position.)
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.