MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Early Childhood Special Education Teacher – Long Term Substitute

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Position Summary: This position is a Long Term Substitute for an ECSE Teacher for ages 3-5. This position performs professional work providing a broad range of consulting, teaching and direct instructional services to children with general and special education needs in a classroom setting at Roosevelt Community School. The position co-teaches with a general education preschool teacher, and has additional paraprofessional support. Related services staff are utilized in a push-in model. Students are both general education as well as students with special needs; however, the case load is all students with special needs. The position includes all duties of an ECSE teacher, including special education evaluations and ongoing assessments; training will be provided as needed. FTE/Schedule: 1.0 FTE Long Term Substitute position from approximately 1/02/2018 – 3/16/2018

Elementary Special Education Teacher – Long Term Sub

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Position Summary: Highly motivated candidate sought to provide instruction for small caseload of students with disabilities. Will provide instruction on the basis of students’ goals and objectives. May assist with ongoing assessments, IEPs and work as a team in a structured program to support the needs of the students. FTE/Schedule: 1.0 FTE Long Term Substitute position for approximately January 2, 2017- February 28, 2018

School Psychologist

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Full-time and Part-time School Psychologists serving one or more school districts within the Education District. Travel between member districts may be required. RESPONSIBILITIES INCLUDE (but not limited to): 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