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Minnesota Association of School Administrators

Southeast

Spanish-English Dual-Immersion Teacher Position 1.0 FTE – 1st Grade

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Job Title: Spanish-English Dual-Immersion Teacher Position 1.0 FTE – 1st Grade

Responsibilities:Work with the Student Success Coordinator, district literacy coach(s) and curriculum to develop a strong immersion kindergarten program and classroom
Teach language and content in Spanish 100% of the school day
Work hours from 7:30-3:30 daily
Regular communication with guardians on student progress

Start Date:New teacher workdays begin August 12, 2024
Regular teacher contract start date is August 19, 2024
Additional paid days through the summer of 2024 to assist with family meetings and curriculum set-up

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.

Regional Funding Coordinator

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This is a full-time shared position between Southeast Service Cooperative and the City of Farmington.  The position will be housed at the Southeast Service Cooperative in Rochester and work also with the City of Farmington.  Most of the required work can be done remotely.

Under limited supervision, this position will identify, apply, and coordinate funding opportunities to build on and capitalize on current initiatives. This position will serve as a technical expert for staff, partners, and members looking to attain outside funding sources through grants, sponsorships, legislation, collaborative partnerships, new services, state and federal funding, etc. This position will direct the activities of grant writing, grant reporting, and researching grant opportunities in collaboration with stakeholders at all levels as they relate to grants programs. Additionally, this position will develop financial reporting systems, conduct grant administration training sessions, and ensure compliance.

  1. Coordinate grant writing, sponsorship and partnership development, and initiation of new funding strategies. Coordinate with appropriate staff to develop and articulate proposed projects and initiatives. Research potential funders and make contact to build relationships and secure resources for programs. Complete and submit grant applications for high-need initiatives.
  2. Coordinate grant implementation. As needed, provide project management by facilitating and directing project activities. Ensure technical outcome deadlines are met. Facilitate working relationships with internal and external stakeholders to ensure full scope of work is implemented. Monitor grant partner performance.
  3. Develop reporting system. Manage and reconcile ongoing financial requirements and activity for awarded grants. Develop and maintain databases and systems for recording and tracking grants proposals. Work with grant partners and other stakeholders to write and submit accurate and timely reports. Create reports to share information on outcome data and impact related to grant activity.
  4. Serve as a technical expert. Provide technical assistance and general support for regional schools and local government units applying for grants, including trainings, general support, template development for common grants, review and refinement, etc. Facilitate input-gathering, interpretation, and training, and provide consultative support for federal, state, and/or community funding sources and mechanisms.  Interpret funding agency regulations and requirements when involved with grant proposals.
  5. Participate in planning meetings with other staff and outside organizations. Maintain skills and expertise in marketing and business development through research and training opportunities.

Occupational Therapist (OT)

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Position Summary:
The Occupational Therapist provides services to children with special needs, designing and implementing appropriate therapies, and preparing and maintaining appropriate records to benefit the educational setting. The Occupational Therapist is an integral member of special and general education teams, providing consultation regarding interventions for students with fine motor and sensory needs.

Position Requirements:
Bachelor’s degree in Occupational Therapy or related field, and experience working in pediatric support in an educational environment, or equivalent combination of education and experience.  National Board of Health Occupational Therapy Certification and MN Department of Health Occupational Therapy License Required.

Language Skills:
Communicates effectively, both orally and in writing, with students, parents and other professionals on a regular basis on matters concerning student abilities, school programs and progress; effective written communication skills related to writing Individual Evaluation Plans and Educational Evaluations.

Other Skills & Abilities:
Thorough knowledge of principles, practices and procedures of specialty area; thorough knowledge of the principles and methodology of providing effective therapy for special needs students; thorough skill in the use of personal computers and related software packages, hardware and peripheral equipment; thorough knowledge of adaptive technologies and equipment; thorough knowledge of standard student plans and design; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to make arithmetic computations using whole numbers, fractions and decimals; ability to compute rates, ratios and percentages; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with other staff, students and parents.  Consistent and reliable attendance.

FTE/Schedule:
0.6 FTE

Salary:
Based on Master Agreement

ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY

Speech Language Pathologist

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Position Summary:
Performs professional work assessing and delivering instructional and clinical services to individual and small groups of students with speech and language impairments, and related work as apparent or assigned.

Qualifications:
Master’s degree in speech language pathology, or related field, or equivalent combination of education and experience; Minnesota licensure in speech language pathology; Certificate of Clinical Competency preferred.

Other Skills & Abilities:
Thorough knowledge of speech and language diagnosis and therapy principles, practices and procedures; thorough knowledge of casework methods and procedures; thorough knowledge of local, state and federal resources, programs, procedures, laws, rules and regulations; skill in using computer equipment; ability to conduct interviews, assessments and diagnosis effectively and analyze needs and problems objectively; ability to communicate ideas clearly and concisely, orally and in writing; ability to establish and maintain effective working relationships with children, students, parents, staff and administration and the general public.  Maintain the confidentiality of all information regarding students and staff.  Reliable and consistent attendance.

FTE/Schedule:
1.0 FTE

Salary:
Based on Master Agreement

ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

School Psychologist

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Position Summary:
Under the direction of the Director of Special Services, the Licensed School Psychologist is directly responsible for the psychological assessment of academic, social, emotional and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Plan (IEP) conferences, problem-solving meetings, designing systems, programs and services that maximize students’ social, emotional and educational success. In collaboration with staff, families, students, and communities, the school psychologist promotes effective educational environments.  Working collaboratively with other School Psychologists will develop consistent systems that meet the needs of students.  A School Psychologist should possess excellent communication skills, effective partnership skills and be a solutions-based thinker.

Position Requirements:
Ed.S, in School Psychology or comparable; licensed as a School Psychologist by the MN Board of Teaching.

FTE/Schedule:
1.0 FTE

Salary:
C-5-2 / Based on Master Agreement

OEA Teacher Master Employment Agreement

ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

Teacher, Social Worker – Lucy Laney (2023-2024)(100699)

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School Social Worker-

BIPOC and Multilingual Candidates are encouraged to apply!!

WHO WE ARE

We are a diverse and dedicated team, proud to be tasked with educating more than 35,000 Minneapolis kids every year. We believe in the achievement of every student in every classroom.  We are building a workforce that is equipped to provide our students with the education and resources they need to succeed by consistently investing in the growth of our employees and doing what it takes to keep and grow our talented staff.

 

WHAT WE DO

At MPS, we work collaboratively to find innovative ways to connect with every single one of our students — no matter which languages they speak, or which corner of the city or the world they come from. We celebrate the diversity of our students and staff and the unique perspective each person brings to our learning community by supporting the individual needs of each student – and by caring for and supporting one another as we take on new challenges every day.

SUMMARY
Under general supervision,  promote and support students’ academic and social success by providing a vital link among the school, home and community. School Social Workers (SSWs) are involved in providing services to all students. SSWs provide direct services to students and their families including individual service, group work and classroom presentations as well as providing crisis intervention and consultation and making referrals to community agencies.  SSWs are part of the evaluation process for special education students as well as often providing direct and indirect services to those students. SSWs consult with teachers and administrators and frequently participate on teams within the schools.

 

ESSENTIAL FUNCTIONS — Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

 

Performs special education due process related duties and responsibilities; serves as administrative designee on Individual Education Plan (IEP) team – facilitating meetings, taking notes, IEP planning, complete due process paperwork, etc.
Provides direct social/emotional skill service to special education students; evaluates and assess students with suspected disabilities.
Contacts parents of special education students with information regarding meetings and due process rights; conduct parent interviews; responds to parent questions and concerns.
Assists special education team members with due process timelines.
Provides direct social/emotional evidence based and culturally responsive intervention for students; consults with staff regarding support and interventions for students, interpreting behaviors for staff.
Facilitates social skills groups.
Collaborates with community mental health providers and case managers.
Connects students and families with basic needs resources; communicates, problem solves, and shares information with community partners.
Provides individual and group support for students and families around issues of grief and loss, trauma, suicide ideation, etc.; provides classroom lessons on grief and loss; psychoeducation; collaborates with crisis assessors – talks with families about crisis assessment resources, arranges for crisis assessment.
Prepares Child Protective Services referrals reporting abuse and neglect concerns.
Collaborates with Homeless and Highly Mobile Students program to advocate and implement the McKinney Vento requirements; provides support to homeless and highly mobile students; trains staff on the McKinney Vento law.
Implements attendance interventions and support.
Participates in the building leadership School Support Teams/Response To Intervention/data teams; reviews referral data; assist teachers in interventions in Classroom For Success (CFS); provides CFS training.
Coordinator for 504 law accommodations plans.
Intervenes in student alcohol/drug issues.
Gay Straight Alliance support and group facilitation.
Must be able to transport students and/or parents
Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
Maintains absolute confidentiality of work-related issues, records and MPS information.
MINIMUM QUALIFICATIONS
Education, Training and Experience Guidelines
Bachelor’s degree in Social Work and currently licensed in Minnesota to practice as a social worker under the Board of Social Work ; AND two (2) years of professional social work experience with children, youth, and families plus supervised practicum experiences with children and youth; OR an equivalent combination of education, training and experience as determined by Human Resources.

 

PREFERRED QUALIFICATIONS

Master’s degree in Social Work

Knowledge of:
Principles; practices, and ethical standards of social work.
Laws, codes and regulations related to assignments.
Disabilities and accommodations.
Crisis intervention and counseling techniques.
Community resources and programs available to clients with identified needs.
Multi-tiered evidence based interventions for supporting and improving children and youth social/emotional/mental health functioning, including culturally responsive practice.
Typical development milestones and mental health issues of children.
Child welfare systems and community resources.
MPS discipline policy and procedures.
Skill in:

Providing direct social work service to special education students, as outlined in the Individual Education Plan.
Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
Providing direct social/emotional/mental health services, individual and group, to students.
Family engagement skills; knowledge of family systems theory.
Conflict mediation, crisis management.
Analyzing, interpreting and applying complex laws, codes, regulations and procedures.
Assessing cases appropriately and utilizing the most appropriate community and welfare resources to provide effective client services.
Using initiative and independent judgment within established procedural guidelines.
Organizing own work, setting priorities and meeting critical deadlines.
LICENSE AND CERTIFICATION REQUIREMENTS

Valid license as a school social worker by MDE.
Licensed by the Board of Social Work at the graduate level or higher (LGSW, LISW, or LICSW).
A valid Minnesota State Driver’s License may be required
PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently.  A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.