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Teacher, District Program Facilitator (DPF)- SpEd Prog

Date: Apr 28, 2022

Location: Minneapolis, MN, US

Company: Minneapolis Public Schools

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

Job Title: Teacher, District Program Facilitator (DPF)- SpEd Prog  and Requisition ID number: 81766

Close Date: 11:59 PM on 09/21/2021 

Organizational Unit:  Special Ed Program 1 (10000966) 

Site:  Davis Center (0001) 

FTE 1.0 FTE; 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.

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Two (2) positions available!

 

Special Education District Program Facilitator 1.0 FTE

 

FUNCTION:  Special Education District Program Facilitators provide guidance, leadership and technical support to schools and special education staff.  Assistance provided to schools and special education staff will align with the core beliefs of the special education department that include the following; “whole” special education department philosophy, access to age/grade content, high expectations for students through rigorous core instruction, special education is a service and not a program, and we exist to support students in homes, schools, and community (Birth to 21)

 

ADAPTIVE SKILLS REQUIRED: We are seeking candidates who possess demonstrated leadership skills within a culturally diverse educational environment. Qualified candidates should advocate for student learning, convey innovative ideas to school teams, provide strong interpersonal communication skills, utilize problem solving skills effectively, and guide teams towards non-discriminatory, evidence based instructional practices.

 

RESPONSIBLE TO:  Director of Special Education Programs

 

QUALIFICATIONS:  Education, Training, and Experience Guidelines

·       Valid MN special education license in SLD, EBD, ASD, ABS, MMI, MSM, PI, DAPE, OT, School Psychologist, and/or Social Work (Multiple licenses preferred)

·       Prefer 5 years of successful experience in a metropolitan, inclusive culturally diverse educational setting.

 

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

Essential duties and responsibilities may include, but are not limited to, the following:

·       Provide instructional training and coaching to special education staff based on teacher and ESP evaluation rubrics

·       Develop and lead professional development to a range of school members; both general education and special education staff

·       Understand and develop special education school-wide models and programming

·       Provide coaching to teachers on how to develop standard based IEP goals and objectives that drive student instruction

·       Provide coaching to teachers on how to monitor progress and how to plan instruction based on student data that accelerates achievement of special education students

·       Research, recommend, and model how to implement academic , functional and social emotional evidence based practices to improve student outcomes within a school community

Provide guidance to teachers on implementation of the standards along with look fors 

·       Research, recommend, and model the implementation of evidence based instructional practices, with an intense focus on reading

·       Provide staff on up to date disability specific information, parent engagement strategies and inclusive school environments

·       Provide guidance on strategies to increase student independence, special education graduation rates, high school courses of study, social and emotional learning, transition planning, college planning, and a rigorous sequence of work opportunities.

·       Provide guidance to schools regarding inclusion plans that help schools and special education teams provide services in all federal settings.

·       Guide schools to develop behavior and/or academic interventions for students

Inform Program Model recommendations for program standards in ECSE classrooms and setting 3 and 4 classrooms.

·       Provide feedback to schools and special education teams regarding interventions within a behavior intervention plan (BIP) and to ensure BIPs are being implemented with fidelity

 

Share the vision of the directors and implement adaptive changes within school teams by achieving benchmarks of change:

  • Shares vision with school teams and promotes PD, PLC’s, and other avenues to implement change
  • Works with Central Office and school teams to guide schools in continuous improvement of services for students with health needs, disabilities, district priorities and the MTSS process

Collaborate and provide guidance with special education teams through:

  • Monthly meetings
  • Providing feedback from walk throughs & goal setting
  • Knowledge of SIP goals and school data
  • Support coaching of ESSA/SIP strategies in partnership with content area experts
  • Secondary SOEI observations.
  • Provide resources to teachers with action planning
  • PDP, PSP or action plans partners as requested
  • Partner with PAR mentor in support of new teachers.

Provide guidance and instructional coaching to teachers and SEAs by:

  • SPED department meetings ( weekly, bi-weekly, monthly) 

1:1 meetings with teachers and micro team meetings in schools

  • Facilitate referrals to PIC and alternate resources (Literacy, Math and SEL)
  • Connecting school teams to building resources (PSWE, T & L, Multilingual, SEL, Differentiation Specialist, Related Services, Data Dives)
  • Student and teacher observations to support implementation of interventions both academic and social emotional.  
  • Supporting transitions and transition recommendations. 
  • Attend IEP teams

 

Physical Requirements/Working Conditions:

School environment; may involve lifting up to 40 pounds; and the ability to sit, walk, and/or stand for extended periods of time, both indoors and outdoors.

 

For More Information, Please Contact:  Deeqaifrah Hussein, Director of Special Education Programs          Deeqaifrah.Hussein@mpls.k12.mn.us

 

Additional Information:

All applicants, including MPS employees, must complete an on-line application.  In addition, upload an electronic copy of both your cover letter and resume to your application at the time that you apply. Make sure that you apply for the specific position in which you are interested.  Only complete applications, which include all of the following items, will be considered:

  • Cover Letter
  • Resume
  • On-Line Application

 

 

AFFIRMATIVE ACTION POLICY:

Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

 

The Minneapolis Public Schools is an Equal Opportunity/Affirmative Action School District

 

 

 


 

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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 09/21/2021 | Special Ed Program 1 (10000966) | Davis Center (0001) | Teaching 
 


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