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Minnesota Association of School Administrators

Southeast

School Psychologist- Hybrid- 2022-2023 SY

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has a Setting IV Behavior Program that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The Setting IV Behavior Program is located in Kellogg (SAIL). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Hokah. HVED offers an Alternative Learning Center housed in MN College SE located in Winona, MN. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Position
Hiawatha Valley Education District is seeking a talented, motivated School Psychologist position serving schools within the Education District. This position is 1.0 FTE. This position may be provided virtually.

Essential Performance Responsibilities:Conducts psychological assessments; evaluates students for special education/section 504 needs, educational skills, social skills and emotional status
Designs and facilitates programs for children at-risk for failure within the typical learning environment
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
Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs
Conduct Functional Behavioral Assessments and create Behavior Intervention Plans
Provide leadership to staff and administration in the areas of Multi-Tier Systems of support (MTSS), Response to Intervention (RtI), and Positive Behavior Interventions and Supports (PBIS)
Facilitate data-team (screening/progress monitoring) and child-study team (individual problem-solving) meetings

Knowledge, Skills and Abilities:Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.
Knowledge of differentiated instruction based upon student learning styles.
Knowledge of data information systems, data analysis and the formulation of action plans.
Ability to use computer network system and software applications as needed.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements
Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices

Additional Duties:
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent of the School District served and/or HVED Executive Director.
Note:    The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Qualifications Profile:Certification/License: School Psychologist
Minnesota State Certification as a School Psychologist
Motor Vehicle Operator’s License or ability to provide own transportation.

Education:Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
Master’s Degree in Psychology.

Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.
Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position.

Experience:
Successful prior School Psychologist experience preferred.

Equipment:
Uses standard office equipment such as computer/laptop, printer, copy and fax machines, and telephone.

Travel Requirements:
Travels to school district buildings and professional meetings as required. This position may be done virtually as well.
Salary/Benefits:

Competitive salary and benefits package.  Based on years of experience and credentials.

FLSA Status:       Exempt

High School Principal

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POSITION SUMMARY:  This position serves as building administrator responsible for building management, curriculum management, and human resources management.

JOB SUMMARY — Under the general supervision of the Superintendent of Schools, to provide leadership and supervision in administering the educational program of a High School in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law.

GOAL: To provide visionary educational leadership that will ensure the highest standards of educational opportunities for students.

TASK NO. And DESCRIPTION

  • Develops and administers school programs consistent with school district goals and objectives.
  • Provides leadership and direction to staff with regard to the ongoing evaluation and improvement of educational programs, including curricular and extra-curricular activities.
  • Promotes a school environment that is safe and conducive to individualized instruction, cooperative curriculum development, and student learning.
  • Ensures that Board policies and procedures are implemented and followed at the school.
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Encourages staff to continue to grow professionally and to experiment with new approaches or strategies to teaching.
  • Organizes and maintains a system for accurate and complete record-keeping and reporting for all student activities, attendance and records as required by law.
  • Coordinates the work of school staff and school district program leaders to develop and implement instructional programs and teaching practices.
  • Conducts ongoing assessment of student learning, and works with teaching staff to modify instructional methods to fit students’ needs, including students with special needs.
  • Coordinates with the District office in recruitment and selection of employees, the proper maintenance of employee personnel files, the administration of collective bargaining agreements, corrective action, and other human resource issues.
  • Organizes and conducts regular meetings with teachers for continuing development of instructional techniques.
  • Involves staff in the evaluation of programs and the planning of new programs.
  • Encourages parental involvement in students’ education and ensures effective communication with students and parents.
  • Ensures that student conduct conforms with the school’s standards and school district policies.
    Supervises and evaluates teaching staff and other building employees in accordance with the school district’s evaluation plan, and makes recommendations regarding goals, areas needing improvement and continued employment.
  • Organizes and manages the budgetary and financial affairs of the school consistent with school district policies.

The above tasks are listed for the purpose of identifying the appropriate State Job Match for this job class and are not intended to be a comprehensive list of all responsibilities and tasks which may be assigned to this position.

QUALIFICATIONS:  Valid Minnesota State Principal’s License; Motor Vehicle Operator’s License or ability to provide own transportation, Bachelor’s and Master’s Degree from an accredited college or university; preferably in School Administration; sixth year, doctorate, or other planned program in related field preferred; and successful administrative experience at the high school level preferred.

Estimated length of time required for new entrant to achieve acceptable level of proficiency:  One year.

ORGANIZATIONAL RELATIONSHIPS:  This position reports directly to the Superintendent and works in various capacities with administrative, service, and support staff.

WAGES:  Competitive Salary and benefits, negotiable based on experience and terms of St. Charles Administrative Contract with the School Principals’ Association.  220 days per year

WORKING CONDITIONS:  No unusual or extraordinary working conditions.

TERMS AND CONDITIONS OF EMPLOYMENT: Determined by St. Charles Administrative Contract with the School Board of I.S.D. #858.

PERFORMANCE REVIEW:         Annual review of administrative goals with the Superintendent.

Literacy Coach – Lincoln Elementary School

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Job Description:  Literacy Coach – Lincoln Elementary School.  A literacy coach builds the capacity of Tier 1 (core) classroom teachers to close the literacy achievement gap by supporting teachers’ capacity to implement best practice instruction, increasing student engagement and improving student academic achievement.
This support will take place in a variety of ways:

1. Job Embedded Coaching and Professional Development.
Effective literacy coaches spend 80% of their time working directly with teachers to enhance teacher practice and improve student learning through coaching on evidence-based practices. They make effective use of their time by using a multi-faceted approach to coaching to carefully determine what types of coaching can be done effectively with large groups, small groups and individual teachers.

2. Instructional Literacy Leadership.
Effective literacy coaches are integral members of literacy leadership teams at the school and/or district level. Literacy coaches serve as literacy leaders within their schools by working with administrators and other teachers to establish a school-wide literacy vision, aligning instruction to state academic standards, analyzing data and helping teachers use the data to make decisions and developing assessments.

3. Collaboration.
The instructional coach teams with administrators, other coaches, the Family Literacy Specialist, and classroom teachers in a collaborative, reflective relationship to enhance instructional capacity and maximize student learning. On occasion, other teachers or specialists (like interventionists) may be included in professional learning teams, but the coach’s primary role is to support classroom teachers delivering core instruction using evidence-based practices. Coaching provides seamless teacher support from the learning of new content and practices through the implementation process.

Essential Duties and ResponsibilitiesUse a variety of strategies to establish rapport and trust with coaches
Provide comprehensive literacy coaching in evidence-based practices through action planning, co-planning, observing, modeling, and co-teaching that is differentiated to meet professional learning needs and non-evaluative
Apply principles of adult learning theory when working teachers
Provide grade level/team level professional development on evidence-based practices
Reflect on coaching practices and engage in continuous improvement to meet the diverse needs of teachers
Serve as a literacy leader on leadership team and school committees that focus on literacy and student achievement
Advocate for equity by collaborating with all stakeholders to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
Fulfill all MDE CLSD requirements

Elementary Principal

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The principal will provide educational and operational leadership to the faculty and facilitate the shaping of school culture consistent with community and Dover-Eyota  Public School District values.

Principal

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Principal

Grades 5-7

Position Start Date: July 1, 2022
Schedule: 1.0 FTE (12-month contract)
Position Description: See Attached

Full Time Teacher – 1.0 FTE Special Education ABS, DCD or ASD Teacher

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Job Description:                   1.0 FTE Special Education ABS, DCD or ASD Teacher at Jefferson Elementary.  This position commences on 8/22/22 with the start of the 2022-23 school year.

Faribault Public Schools is a rural Pre-K through Adult School District located about 50 miles south of the Twin-Cities. The school district currently serves approximately 3,700 students in Faribault and our surrounding areas within our community of 23,000 citizens within the city limits. District sites include one early childhood center, three elementary schools K-5, one middle school 6-8, one high school 9-12, one area learning center 9-12 and one education center for adult education.

The historic community of Faribault offers adventure, fun, unique dining, history, shopping and entertainment. Once you arrive you will experience historic landmarks, cultural and artistic gathering places in downtown, 10 lakes within 10 miles with many resorts and campgrounds, 39 beautiful parks within the city, an outdoor aquatic center, miles of bike, walking and snowmobile trails, great lodging and restaurants; enjoy year round recreations such as biking, kayaking, cross-country skiing, snowmobiling, fat tire biking and so much more.