Below is specific information for you to consider about this position.

Job Title: Associate Superintendent, Special Education & Student Support Services  and Requisition ID number: 103363

Close Date: 11:59 PM on  

Organizational Unit:  Office of the Associate Superintendents (10000137) 

Site:  Davis Center (0001) 

FTE:  1.0; this is based on full-time equivalency with 1.0 being full time

Union:  Non-Represented(44) 

Functional Area:  Administrative 

Salary Range:  $176,537  - $220,672  

Benefits:  Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

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Associate Superintendent, Special Education and Student Support Services

SUMMARY

The Associate Superintendent of Student Support Services provides strategic, instructional, and operational leadership for the district’s comprehensive special education sites and special programs—including all special education sites—as well as key student support areas such as mental health, homeless and highly mobile students, stable homes/stable schools initiatives, social work, and health services. This role includes directly supervising and supporting program leaders to ensure high-quality, equitable services that promote student well-being and academic success. The Associate Superintendent is responsible for developing leadership capacity within these programs, driving continuous improvement, and aligning services with district-wide goals and systems. The position fosters collaboration across district departments, community partners, and schools while ensuring effective resource allocation and leading data-informed decision-making. As a champion for student success and holistic support, the Associate Superintendent leads with a results-driven focus to advance the health, safety, and educational excellence of all students.

ESSENTIAL FUNCTIONS

Essential functions, as defined under the Americans with Disabilities Act, include representative duties, knowledge, and skills outlined below. This list is illustrative, not exhaustive. Regular attendance and punctuality are essential but may not be explicitly listed. Duties may include, but are not limited to, the following:

• Supports school, special education and student support program leaders in using data to inform instruction, service delivery, and monitor student progress.
• Promotes the use of assessment, teacher, and program evaluation data to set priorities and drive professional learning within special education and related support services.
• Guides leaders in implementing effective intervention programs, including MTSS and targeted supports, to improve academic and social-emotional outcomes for students with disabilities and vulnerable populations.
• Conducts regular visits to special education sites and student support program locations to assess service quality, monitor compliance, and provide feedback.
• Facilitates the sharing of best practices across special education, mental health, homeless student services, social work, and health services to enhance program effectiveness.

• Supports Instructional Leadership Teams (ILTs) in implementing data-driven strategies at the school level to improve outcomes for students receiving specialized and wraparound supports.

• Collaborates with principals, special education directors, and other program leaders to develop and implement improvement plans aligned with district goals.
• Supervises, coaches, and evaluates program leaders and administrators using district leadership frameworks tailored for student support services.
• Conducts monthly one-on-one meetings with principals and program leaders to review data, address challenges, and support continuous improvement.
• Identifies professional development needs specific to special education and student support staff and facilitates targeted learning opportunities.
• Builds strong, collaborative relationships with program leaders, families, and community partners to foster trust and engagement.
• Guides assigned leaders in effective staff management including recruitment, development, and retention of qualified personnel in special education, mental health, social work, and health services.
• Partners with HR, Finance, Facilities, Transportation, and IT to ensure special education and student support programs are properly resourced and staffed.
• Oversees operational policies related to budgeting, staffing, facilities, and compliance specific to special education and student support programs.
• Addresses operational challenges in coordination with central office teams to support program effectiveness and compliance.
• Promotes the Superintendent’s vision and ensures alignment of special education and student support services with district strategic priorities.
• Communicates key initiatives and priorities clearly to families, staff, and community stakeholders.
• Serves as the primary liaison between special education and student support programs, families, community organizations, and public officials.
• Builds and maintains positive relationships with stakeholders to support student success and well-being.
• Represents the district at community and program events; communicates policies, goals, and progress clearly and effectively.
• Ensures compliance with district policies, state and federal regulations, and legal mandates governing special education and related student support services.
• Monitors implementation of district-wide initiatives including safety protocols, special education mandates, mental health supports, and wraparound services.
• Supports program leaders in managing student behavior, attendance, family engagement, and school climate related to special education and student support needs.
• Assists in responding to crises affecting students and families, acting as a district representative during emergencies or sensitive situations.
• Supports conflict resolution efforts involving students, families, or staff using mediation and problem-solving strategies tailored to student support contexts.
• Performs additional duties as assigned to meet district needs and ensure comprehensive support for all students served by these programs.

MINIMUM QUALIFICATIONS

To successfully perform job, incumbent must be able to perform each essential duty satisfactorily.  Requirements listed are representative of the knowledge and skills.

Education and Experience

• Master’s degree in Education or a related field.
• Five (5) years of managerial experience in education administration in a K–12 environment.
• An equivalent combination of education, training, and experience may be considered.

License and Certification

• Minnesota Driver’s License.
• Minnesota Principal License.
• Minnesota Director of Special Education License.
• Minnesota Superintendent License.

Note: Must maintain all required licenses and certifications in active status without suspension or revocation.

KNOWLEDGE, SKILLS, AND ABILITIES

Knowledge of:

• Curriculum, instruction, assessment, and leadership best practices in special education and K–12 inclusive settings.
• Educational strategies and intervention models relevant to special education programs and related services.
• Culturally responsive practices and equity-focused leadership in serving students with disabilities and diverse learning needs.
• Public school operations as they relate to special education governance, policies, budgeting, and compliance.
• Teacher and related service provider evaluation systems and instructional improvement planning in special education contexts.
• Federal, state, and district laws, regulations, and compliance standards specific to special education and student support programs.
• Use of data and technology to drive instructional decisions and service delivery for students with disabilities.
• Effective communication and stakeholder engagement with families, educators, and community partners in special education.
  
  

Skill in:

• Leading instructional and organizational change in complex, diverse special education environments.
• Managing staff, budgets, and programs within special education and related student support services to meet district goals.
• Building collaborative teams of educators, specialists, and families, and motivating staff in special education settings.
• Analyzing special education and related data to inform instruction, service delivery, and strategic planning.
• Communicating clearly, both verbally and in writing, with diverse stakeholders including families and external agencies.
• Resolving conflicts, making decisions, and exercising sound judgment in sensitive special education matters.
  
  

Ability to:

• Coach and support special education leaders and staff to strengthen instructional and programmatic practices.
• Align special education improvement efforts with district-wide goals and compliance requirements.
• Build trusting relationships across diverse stakeholder groups, including students with disabilities, families, and community partners.
• Prioritize competing demands while meeting deadlines within special education and student support programs.
• Promote equity and excellence through leadership and action focused on students with disabilities and their success.
• Maintain professionalism, confidentiality, and ethical conduct in all aspects of special education leadership.
  
  

PHYSICAL AND MENTAL REQUIREMENTS

The physical demands listed represent those required to perform the job’s essential functions. Reasonable accommodations may be provided for individuals with disabilities.

This position requires mobility to work in an office environment and the ability to travel to school sites and various district locations. The employee must have the stamina to sit, stand, and move for extended periods. Strength is required to lift and carry materials weighing up to 20 pounds. The role also requires sufficient vision to read printed materials and computer screens, as well as hearing and speech abilities to communicate effectively in person and over the phone.

WORKING ENVIRONMENT

Work is primarily performed in an office setting with regular travel to school buildings and other district or community locations. The role may occasionally require attendance at events or meetings outside of regular business hours.

ORGANIZATIONAL INFORMATION

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.  Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Office of the Associate Superintendents (10000137) | Davis Center (0001) | Administrative