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

Job Title: Coordinator, Positive Behavior Support  and Requisition ID number: 104904

Close Date:  No established closing date;  open until filled

Organizational Unit:  Special Ed Program 4 (10000194) 

Site:  Davis Center (0001) 

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

Union:  AMP(42) 

Functional Area:  Administrative 

Salary Range:  $73,617 - $91,937

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.

                                             ****************************************************************************************

Coordinator, Positive Behavior Support 

SUMMARY

Under general supervision of the Special Education Department, assists District staff in creating and implementing positive school-wide engagement practices and a climate of accepted behavioral expectations in schools for American Indian students receiving special education services.

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:

• Develops and implements and supports schools using a comprehensive system for school-wide engagement and positive behavior support practices, specifically for American Indian students receiving special education services 
• Attends and supports working group among Special Education, American Indian Education, MTSS, Equity & School Climate and the district behavioral team to support schools.
• Works directly with American Indian students receiving special education on reducing out of school time.
• Supporting behavior interventions and supporting school staff to support students with 2 or more suspensions.
• Coordinates school engagement and positive behavior support practices, and other professional development and services to school sites in the service of reducing suspensions, and expulsions of students receiving Special Education services.
• Leads research and vetting of various Response to Intervention (including, but not limited to the Levels of Behavior, Intervention and Responses) and Restorative Practice service delivery models designed to support development of productive learning behaviors; supports schools in implementing district-wide policies.
• Coordinates the development and promotion of performance management, process improvement, change management, communications skills, and other people development initiatives to support strategic goals and promote improved results in the organization; assists in identifying key metrics to track and evaluate progress and operational impacts of Behavior Standards Policy implementation.
• Uses student data systems to analyze, modify and improve the work of reducing suspensions.
• Provides service consultation and technical assistance to schools to include planning, modeling, and coteaching/facilitating, as needed.
• Trains and provides ongoing professional development and support to staff in school and family engagement and positive behavior support practices.
• Creates and presents information for the Board, the Cabinet, and to other groups as necessary.
• Develops and maintains partnerships with community leaders and organizations; attends relevant discussion group/meetings related to youth issues, school engagement, and services for youth and families.
• Manages project expectations with team members and other stakeholders; identifies and resolves issues and conflicts with clients.
• Develops and delivers progress reports, proposals, requirement documentation, and presentations.
• Plans and schedules project timelines and milestones and deliverables; manage special projects as they are assigned.
• Works independently, and makes appropriate decisions based on work experience.
• Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
•  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 Education, or related field; AND two (2) years of program management experience in a K-12 educational environment; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

• Principles, practices, and administrative techniques for service delivery programs.
• Program management principles and practices, including goal setting, program development, implementation and evaluation.
• Principles and practices of developing teams, motivating employees and managing in a team environment.
• Computer applications related to the work.
• Standard office practices and procedures, including filing and the operation of standard office equipment.
• Techniques for understanding and effectively communicating with individuals of various cultures.
• Minneapolis Public Schools policies and regulations.
• State and Federal laws, statues, rules, codes and regulations governing activities.
• Techniques and practices for efficient and cost effective management of resources.

Skill in:

• Training others in program concepts.
• Planning, monitoring and evaluating program goals and objectives and service delivery effectiveness.
• Identifying programmatic and operational problems, investigating and evaluating alternatives and implementing effective solutions.
• Understanding, applying and explaining applicable laws, codes and regulations. Preparing clear and concise reports, correspondence and other written materials.
• Using initiative and independent judgment within general policy guidelines.
• Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
• Establishing and maintaining effective working relationships with a variety of individuals from various socioeconomic, ethnic and cultural backgrounds.
• Making public presentations to large and small groups. Assessing and prioritizing multiple tasks, projects and demands.
• Communicating effectively verbally and in writing.

LICENSE AND CERTIFICATION REQUIREMENTS:

Valid Minnesota Driver’s License.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes 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, heavy phone usage, and ability to lift and move items weighing up to 20 pounds.

ORGANIZATIONAL INFORMATION
Bargaining Unit: AMP
Grade: 59
FLSA Status: Exempt

                                              ****************************************************************************************

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: | [No Established Closing Date]  | Special Ed Program 4 (10000194)  | Davis Center (0001)  | Administrative