MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Academic Specialist

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Job Description:
A 7.5 hour/day position for 185 days at Faribault Middle School to provide primary support with the use of technology by the students and staff while school is in session, to improve the academic achievement of all students through interventions. Manages the daily use and activities of the media center; assists with selection of materials and the enforcement of a climate conducive to learning; checks materials in and out for students.  Assists testing coordinator and school administration in facilitating district assessments. This position commences with the 2023-24 school year on August 21, 2023.

Essential Functions:

Serve as a member of the Middle School Staff
Assist testing coordinator in facilitating student assessments
Work with students during school on an assigned “check and connect” caseload to monitor and communicate student progress, attendance, and weekly assignments, activities and assessments with teachers, and families.
Collaborate with staff
Stay current with best practices research and strategies
Other duties as assigned

CLSD Literacy Coach – High School

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Job Description

1.0 FTE Teacher on Special Assignment (1 year commitment).  This position is funded through the Comprehensive Literacy State Development grant through the Minnesota Department of Education. This grant and its requirements are active through the 2023-2024 school year.

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: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.Instructional Literacy Leadership
Effective literacy coaches are integral members of leadership teams at the school and 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 instructional decisions. Coaches are routinely expected to develop and lead large group and small group professional learning. 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 non-evaluative teacher support through action planning, co-planning, observing, modeling, conferencing, and co-teaching that is differentiated to meet teachers’ professional learning needs.

Essential Duties and Responsibilities

Use a variety of strategies to establish rapport and trust with teachers and leaders
Serve on school committees that focus on literacy-related and student achievement issues, including being a member of the intervention and student support teams
Develop, refine, and manage the school’s literacy goals and site plan
Apply principles of adult learning theory when working with teachers
Analyze data and guide data-driven decision making with teachers and leaders
Serve as a liaison between the district and school by attending district-level meetings/workshops and sharing the information with the appropriate stakeholders
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
Advocate for equity to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
Fulfill all MDE CLSD requirements including:Keep a daily coaching log and coaching cycle action plans
Attend and participate in all MDE hosted webinars, communities of practice, monthly district check-in meetings, trainings, and site visits
Keep minutes for Site Leadership Team meetings
Manage school’s CLSD grant file
Complete required reporting with site leadership and Family Literacy Specialists

CLSD Literacy Coach – Jefferson Elementary

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Job Description:

1.0 FTE Teacher on Special Assignment (1 year commitment). This position is funded through the Comprehensive Literacy State Development grant through the Minnesota Department of Education. This grant and its requirements are active through the 2023-2024 school year.

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: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.Instructional Literacy Leadership
Effective literacy coaches are integral members of leadership teams at the school and 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 instructional decisions. Coaches are routinely expected to develop and lead large group and small group professional learning. 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 non-evaluative teacher support through action planning, co-planning, observing, modeling, conferencing, and co-teaching that is differentiated to meet teachers’ professional learning needs.

Essential Duties and Responsibilities

Use a variety of strategies to establish rapport and trust with teachers and leaders
Serve on school committees that focus on literacy-related and student achievement issues, including being a member of the intervention and student support teams
Develop, refine, and manage the school’s literacy goals and site plan
Apply principles of adult learning theory when working with teachers
Analyze data and guide data-driven decision making with teachers and leaders
Serve as a liaison between the district and school by attending district-level meetings/workshops and sharing the information with the appropriate stakeholders
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
Advocate for equity to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
Fulfill all MDE CLSD requirements including:Keep a daily coaching log and coaching cycle action plans
Attend and participate in all MDE hosted webinars, communities of practice, monthly district check-in meetings, trainings, and site visits
Keep minutes for Site Leadership Team meetings
Manage school’s CLSD grant file
Complete required reporting with site leadership and Family Literacy Specialists

Multilingual Teacher

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Position Information:

  •  1.0FTE Southwest Middle School
  • The position would be a team teaching position in four sixth grade reading classes and one seventh grade ELA class.   A person licensed with ESL or ELA would be preferred, but not required.  This person would work closely with their team teachers as well as the other ESL teacher at Southwest.

Qualifications:

  • ESL or ELA Licensure Preferred
  • Previous teaching experience preferred
  • Ability to work in a team
  • Dedication to positive student, staff, and parent relationships
  • Demonstrate reflexive research-based response to teaching and learning

3rd Grade Teacher

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Position Information:

1.0 FTE
3rd Grade Teacher
Sibley Elementary

Qualifications:

Must hold appropriate Minnesota teaching license in K-6 Elementary Education
Experience in primary education preferred
Ability to work in a team
Knowledge and experience with educational technology
Dedication to positive student, staff, and parent relationships
Prefer experience/education in Responsive Classroom
Demonstrate reflective research-based response to teaching and learning

Occupational Therapist (0.2 FTE)

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Occupational Therapist (0.2 FTE Virtual or In-Person)Location: Serving multiple school districts within southeast Minnesota.

POSITION:
Hiawatha Valley Education District is seeking a talented and qualified Occupational Therapist to meet the student needs.

QUALIFICATIONS:

  • Certification/License:Licensure with Minnesota Board of Occupational Therapy
  • Valid Driver’s License

Experience:

  • Experience working as an OTR strongly preferred
  • Experience working in an education or school setting strongly preferred

RESPONSIBILITIES INCLUDE (but not limited to):

  • Develops, implements and coordinates the school district’s occupational therapy program within the school district, including philosophy, vision, procedures and goals.
  • Screens, evaluates and monitors students with disabilities or physical mental impairments for the purpose of providing educational programs, therapeutic intervention, and transition and exit planning and enhancing their ability to perform activities of daily living or participate in desired occupations.
  • Collaborates with staff to ensure team understanding of student occupational performance strengths and needs, as well as student outcomes.
  • Evaluates the student’s ability and formulates the student’s occupational profile, providing written reports that reflects strengths and barriers to student participation in the educational environment and guides evidence-based intervention.
  • Participates in the development of Individualized Education Programs.
  • Provides targeted, evidence-based therapeutic intervention to facilitate student participation and occupational performance within the school environment.
  • Assesses the need for assistive technology and equipment and makes recommendations for its use at school to help students function as independently as possible.
  • Documents occupational therapy services, and maintains records in accordance with school district policies, as well as state and federal laws and regulations.
  • Supervises Occupational Therapy Assistants as needed.
  • Plans, coordinates, and conducts continuing education for school staff, parents, and students.
  • 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, and by maintaining professional relationships.
  • Note:   The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

APPLICATION DUE DATE:
Open Until Filled

WORKING CONDITIONS: Works in standard school building environments and offices.

TRAVEL REQUIREMENTS:  Travels between member districts and professional meetings may be required.

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 Federal Program that provides programming for students in grades K-12 with  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 Caledonia. 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!