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Teacher, DPF- Mental Health Support Specialist- (2021-2022)

Date: Nov 23, 2021

Location: Minneapolis, MN, US

Company: Minneapolis Public Schools

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

Job Title: Teacher, DPF- Mental Health Support Specialist- (2021-2022)  and Requisition ID number: 79801

Close Date: 11:59 PM on  

Organizational Unit:  Special Ed Department (10000099) 

Site:  Davis Center (0001) 

FTE 1.0 FTE; 39 weeks; this is based on full-time equivalency with 1.0 being full time

Union:  Teachers(04) 

Functional Area:  Teaching 

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



District Program Facilitator (DPF) - Mental Health Support Specialist 



Under general supervision, promote and support students’ academic, emotional and social success by providing support services, crisis services and consultation with families and staff as needed to support students’ mental health and wellbeing in the education and social environment. This staff member will be responsible for consultation with adults and building relationships with the American Indian community.  This staff person will also assist building support staff capacity to sustain relationships with students and families.  This position assists in paving the way to mental health support and wellness, due to past and present  trauma.  



Essential functions, 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:


 Participates in the School Mental Health/School Support Teams/MTSS/data teams; reviews referral data; assist staff in interventions in Classroom For Success (CFS)

  •  Consults with staff regarding support and interventions for students; Consult with school staff, co-located mental health provider and parent(s) to identify “why” the student maybe exhibiting various behaviors;

  • Builds strong relationships with school administrators, student support staff, co-located mental health providers and other educators.

  •  Builds positive, nurturing relationships with students, and their families.

  •  Assists school staff with developing evidence-based  supports and culturally responsive interventions for students with mental health needs;

  • Collaborates with building School Mental Health teams to support student needs;

  •  In collaboration with building staff, work with individual and small groups of students;

  • Provides information to staff and families regarding trauma, crisis and self care resources

  •  Provides support around issues of grief and loss, trauma, and other mental health disorders and symptoms for school staff members and administrators;

  • Supports schools in developing proactive strategies/interventions for students.

  • Collaborates with community based mental health providers and case managers;

  • Collaborates with site 504 coordinator to develop accommodations for students with mental health diagnoses.


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.



Education, Training and Experience Guidelines

Master’s degree in Social Work, Counseling, School Nursing, or School Psychology; AND two (2) years of professional 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.


Knowledge of and experience implementing and working with:

  •  Principles, practices, and ethical standards of school social work, school psychology, school counseling, or school nursing;

  • 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's' and youths’ social/emotional/mental health functioning, including culturally responsive practice.

  • Typical development milestones and mental health issues of children.

  • Child welfare systems and community resources.


Expertise and experience working with American Indian/Alaskan Native students, families and larger community   

Skilled in:

  • Contributing effectively to the accomplishment of team, individual and/or work unit goals, objectives and activities.

  • Providing direct social/emotional/mental health services, individual and group work, to students and staff.

  • Family engagement skills; knowledge of family systems theory.

  • Conflict mediation, crisis management.

  • Analyzing, interpreting and applying complex laws, codes, regulations and procedures.

  • Using various consultation and peer coaching techniques and strategies

  • Using initiative and independent judgment within established procedural guidelines.

  •  Organizing your work, setting priorities and meeting critical deadlines.



  • A valid license as a School Social Worker, Counselor, Psychologist or Nurse by MDE or the ability to obtain one.

  •  A valid Minnesota State Driver’s License may be required



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.




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

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 | Special Ed Department (10000099) | Davis Center (0001) | Teaching 

Nearest Major Market: Minneapolis

Job Segment: Teacher, Education