SoutheastServiceCooperative

210 Wood Lake Drive SE, Rochester, MN 55904

general phone (507)288-1282 fax (507)288-7663

Southeast/Metro Regional Center of Excellence:

Statewide System of Support (SSOS)

Position Opening

Position:School Advocate/Implementation Science and Reading Specialist, Southeast/Metro Regional Center of Excellence

Date of Opening:

Date Closing: When position is filled

Location: TheCenter of ExcellenceSSOS Team serves Priority and Focus schools in the 11 southeast counties and 7 Twin Cities/Metro counties of Minnesota. Many services, planning meetings, and trainings are conducted in the Twin Cities area, while team meetings are held at the Southeast Service Cooperative in Rochester. This individual will office from home.

Date Position Starts: As soon as filled

Description

In coordination with ESEA Flexibility Request and Commissioner’s vision: "Leading for educational excellence and equity. Every day for every one,” the purpose of the Centers of Excellence: SSOS is to provide cohesive, focused systemic support to districts and schools to maximize resources, build capacity, and promote sustainability of reform efforts that will significantly increase educational equity, excellence and efficacy for all students; in alignment with the following Title I SSOS Grant Aims:

1. Build the capacity of instructional leadership teams to successfully guide the process of continuous improvement planning.

2. Provide collaborative support for Title I Priority and Focus schools to develop a needs assessment framework for analyzing data, identifying underlying root causes and scaling up best instructional practices to ensure the academic achievement of all students.

3. Implement evidenced-based practices that will help build systemic and sustainable capacity for dramatically improving teaching and learning in Title I Priority and Focus schools

The purpose of the School Advocate / Implementation /Reading Specialist position is to provide general school improvement planning and technicalassistanceandSpecial Education support in the Minnesota Department of Education’s (MDE) regional Centers of Educational Excellence. The School Advocate / Implementation /Reading Specialist works with a team to coordinate improvement efforts for all students, including students receiving special education support. These regional support centers serve as the Statewide System of Support (SSOS) and guide leadership teams in Focus and Priority schools in the basic components of continuous school improvement, including needs assessment, data analysis, standards alignment, instructional strategies, formative assessment, and instructional leadership specific to the needs of the schools. In addition, this specialist will assist leadership teams in setting goals, developing professional learning teams, effectively managing change, building intentional cultures and improving communication; to enhance instructional leaders’ capacity to support, promote, lead, and sustain professional learning that improves both teaching practices and learning outcomes for all students. The School Advocate / Implementation /Reading Specialist collaborates with other Center staff, Department of Education personnel, and district and school leadership teams to determine the most appropriate and impactful course of action, to build capacity and sustainability.

Qualifications

The Center is seeking individuals who possess the following experience, knowledge, and skills:

  • Required: Licensed as a teacher of reading, with demonstrated proficiency in all licensure standards as described in Rule 8710.4725; experience as a classroom teacher, preferably in more than one grade level or course, including high school.
  • Knowledge of current reading legislation and the ability to lead the application of all statutes and guidelines related to reading practices and programs.
  • Ability to effectively interact with people of diverse backgrounds within the community and educational settings; and motivate others to share responsibility for improving reading outcomes for all students.
  • Ability to gather, organize, synthesize, and present information to diverse audiences and provide technical assistance and coaching experiences to educators.
  • Experience working collaboratively with a variety of specialists and general educators to lead school improvement initiatives.
  • Knowledge of progressions of learning in Minnesota’s Academic Standards for English Language Arts.
  • Knowledge of current reading research and evidence-based practices; and proven methods for implementing theory into practice.
  • Ability to use data to improve reading instruction and achievement for all students.
  • Experience in a multi-tiered system of support framework, such as Response to Intervention or Positive Behavioral Interventions and Supports.
  • Knowledge of implementation practices and experience with the school improvement process as a member of a building or district leadership team.
  • Experience in equity initiatives and ability to communicate effectively on diversity issues.
  • Experience in collaborative decision-making processes.
  • Ability to communicate effectively orally and in writing, with all levels of LEA staff, Regional staff, MDE staff and the general public.

Responsibilities

Mission and Vision

  • Collaboratively lead the transformation of practices, organizations, and systems; including the bridging of policy and practice.
  • Align common goals and activities across school and district improvement plans.
  • Represent MDE’s strategic initiatives, programs, services and resources to education organizations and other stakeholder groups.
  • Establish a trusting environment and culture for learning.
  • Coordinate, lead, and evaluate continuous improvement efforts.

Instructional Leadership

  • Define and apply the relevant concepts related to transformation, systems evolution and the implementation of evidence-based programs and practices.

Support best practices in reading instruction and assessment in core content areas, supplemental programs, and out of school programs to build the capacity of school staff to increase student achievement in reading.

oEssential: Understanding of K-12 Literacybest practices and Read Well by Grade Three, as well as the ability to support implementation of local literacy plan with integrity.

  • Identify and guide change of instructional practices and characteristics of school culture that do not fully support the engagement of all students, and high expectations for all learners.
  • Support school improvement goals related to literacy and reading by participating in Professional Learning Communities, providing resources to leadership teams and staff development committees, and conferring regularly with administrators and teachers to attain stated goals.

Build the capacity of school leadership to effectively interpret data, communicate results, and engage in root cause analysis to impact student achievement.

  • Understand what type of data is available at the district, school, classroom and student levels, what it means, what is missing, and its limitations; in order to effectively support the data driven decision-making process with Focus and Priority Schools.
  • Provide expertise to interpret diagnostic reading, writing, and oral language assessments and make instructional recommendations based on current best practices and appropriate tools for specific situations.

Coordinate, support and provide job embedded professional development opportunities for staff (including administrators) that supports effective implementation of the School Improvement Plan.

  • Coach, co-teach, model, demonstrate, observe, and provide feedback to teachers on the implementation of:
  • Data use as the basis for instructional decision making
  • Standards based instruction
  • Core, supplemental, and intensive intervention approaches for K-12 reading, writing, Language Arts and English instruction
  • Assist leadership teams in addressing equity issues that affect student achievement.

Professional & Ethical Relationships

  • Model appropriate personal, professional and ethical behavior
  • Demonstrate strong interpersonal, written and verbal communication skills and facilitates groups effectively
  • Foster positive, productive and collaborative relationships with MDE staff, service cooperative colleagues, school staff and other regional staff
  • Participate in learning communities and professional organizations to network with other professionals and continue to expand knowledge and skills necessary to support system-wide change.
  • Work collaboratively with district special education staff, English Language Development staff, Title I staff, and other educators within and beyond the district to support for all learners by utilizing multi-tiered systems of support, standards-based Individual Education Programs (IEPs), and Minnesota English Language Development Standards.

Resource Management

  • Participate in specialized professional development provided by the Center and MDE.
  • Travel required to perform the duties of the job; mileage costs are reimbursed.
  • Make appropriate and sound use of time, technology and resources.
  • Complete all operational requirements within a timely manner (Center of Excellence Staff Time Activity Resources-CESTAR, required reports, etc. as needed).

REPORTS TO: SE-Metro SSOS Team Coordinator and SE-Metro Center of Excellence Director

COMPENSATION: Salary and benefits commensurate with Southeast Service Cooperative compensation guidelines and consideration of industry standards and local market, based primarily on education and experience.

APPLICATION: Go to to complete the online application and to submit your resume and any materials that may support your related experience and expertise.

Southeast Service Cooperative is an Equal Employment Opportunity Employer.

Learn about SSC at

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