BrightWorks Employment Opportunities
A Minnesota Service Cooperative
There are the following job positions available at this time at BrightWorks. See below.
- "Apprenticeship and Teacher Pipeline Program Liaison" position has been filled.
- "Director of COMPASS and Professional Development" position has been filled.
- "COMPASS School Advocate Lead" position has been filled.
- Regional Literacy Lead
- COMPASS Regional Math Lead
- COMPASS MnMTSS Regional Lead
- COMPASS Regional Climate and Culture Lead
- Regional Literacy Network Coach
- COMPASS Regional Mathematics Coach
- COMPASS Regional Equitable Access Specialist - General
- COMPASS Regional Culturally Responsive Instructional Leadership Lead
- COMPASS Statewide MnMTSS Lead
- COMPASS Statewide Family and Community Engagement Lead
- COMPASS Statewide Data and Asessment Literacy (MnMTSS) Lead
- COMPASS Statewide Advocate Lead
You can also check the MN Low Incidence Projects Employment Opportunities page for additional job positions.
Regional Literacy Lead
POSITION SUMMARY AND OBJECTIVES
Regional Literacy Leads are hired jointly by the Minnesota Department of Education (MDE) and Minnesota Service Cooperatives (MSC). Regional Literacy Leads will be employed by a Minnesota Service Cooperative and be funded through state READ Act dollars; work will be directed by the MDE State Literacy Director and supervised by the regional coop. They will be responsible for The READ Act and the MDE BOLD State Literacy Plan implementation at the regional level.
To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.
Core responsibilities include:
- Collaboration with MDE, CAREI, and the Regional Literacy Network team
- State-approved training facilitation and documentation
- Local Literacy Plan technical assistance
- Support Universal and Dyslexia screening administration and data interpretation
- Site-based Literacy Coaching support
ESSENTIAL FUNCTIONS
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
REGIONAL LITERACY NETWORK (RLN) RESPONSIBILITIES:
- Collaborate with MDE, CAREI, and the Regional Literacy Network team to ensure consistent access, coherence, and alignment for districts and charter schools on all literacy initiatives across the state, including the MN READ Act legislation.
- Engage in collaboration that develops, promotes, and sustains collegial relationships between MDE staff, CAREI the Regional Literacy Network team, and regional cooperative staff.
- Engage with districts and charter schools to provide consistent access, coherence, and alignment of messaging and support services across the state.
- Support facilitation and monitor the administration of the training of teachers and school leaders in each of their regions;
- Collaborate with MDE and CAREI staff in the development and delivery of in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Provide in-session and follow-up support.
- Serve as a training facilitator for the synchronous sessions of the approved trainings in their regions.
- Remain well-informed of current and developing research concerning Structured Literacy, literacy evidence-based practices, intervention, dyslexia, and screening through communication with colleagues and experts, participating in professional development, and reviewing the research literature.
- Provide Local Literacy Plan technical assistance
- Assist districts and charter schools with the development, submission, and implementation of the required annual Local Literacy Plan.
- Support universal and dyslexia screening administration and data interpretation
- Provide support with interpretation of district and charter school screening data.
- Develop familiarity with regional needs related to Structured Literacy to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- Support site-based Literacy Coaching
- Build the capacity of Literacy coaches to provide on-site coaching for district and school leaders and literacy teams in the region.
- Support regional school districts and charter schools in the implementation of evidence-based Structured Literacy practices.
As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
MINNESOTA SERVICE COOPERATIVE RESPONSIBILITIES:
- Provide support and coaching to internal staff to build capacity for implementing the READ Act legislation which includes evidence-based practices aligned to Structured Literacy.
- Collaborate with the MDE State Literacy unit, CAREI, and the Regional Literacy Network colleagues to ensure support provided across all content areas is aligned to evidence-based Structured Literacy practices.
- Collaborate with MDE, CAREI, and the Regional Literacy Network to build the capacity of regional literacy coaches.
- Lead READ Act Literacy Coaches at the Cooperative
DISTRICT RESPONSIBILITIES:
- Support district staff in the development, implementation, evaluation, and submission of their annual Local Literacy Plan to MDE.
- Support district efforts to administer required universal and dyslexia screening tools and data submission to MDE
- Ensure district staff are trained on and administer an approved universal screener;
- Provide data literacy support to ensure data analysis informs instruction and interventions
- Support inclusion of summary data in Local Literacy Plan submissions due annually on June 15th
- Support district implementation of dyslexia screening and identification of students with characteristics of dyslexia
- Support districts in the implementation of evidence-based curriculum and materials while supporting alignment to the revised English Language Art standards.
- Support implementation of evidence-based Structured Literacy practices in PK-12 settings.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Support districts in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
- Support districts in providing guidance of parent/family notification for students not reading at or above grade level including the student’s reading proficiency level, reading-related services, and strategies for families to use at home to support the student.
- Familiarize districts with the research on Structured Literacy, evidence-based practices, intervention, dyslexia, and screening.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
- Other duties as assigned.
EDUCATION AND EXPERIENCE
- Bachelor’s degree in reading, education, special education, or related field
- Minimum five years experience in English Language Arts instruction or related fields such as psychology and speech-language pathology
- Systems Level Leadership or comparable experience
- Successful completion (or near completion) of one of the three approved trainings: LETRS K-3, OL&LA, and/or CAREIALL
- Experience planning, implementing, and evaluating district-wide initiatives and professional learning
- Experience in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems
- Data Collection/Analysis
- Current teaching or administrative license
- Valid Driver’s License
PREFERRED EDUCATION AND EXPERIENCE
- Master’s degree in reading, education, special education, or related field
- LETRS/OL&LA/CAREIALL Facilitator
- 3+ years of instructional coaching experience with a focus on literacy and student data
COMPETENCIES
- Thorough understanding of pedagogy and best practices within education
- Understanding of adult learning principles and group facilitation
- Ability to function cooperatively and collaboratively with colleagues and educators
- Ability to reflect on and continuously improve professional practices in response to coaching
- Ability to adapt to and work with a variety of school contexts
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of office applications and online learning platforms
ENVIRONMENT & PHYSICAL DEMANDS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
POSITION TYPE/EXPECTED HOURS OF WORK
This is a 260-day position. Must be available to work during typical school hours, but occasional evening events, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
OTHER DUTIES
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Regional Math Lead
POSITION SUMMARY AND OBJECTIVES
This position, the COMPASS Regional Mathematics Lead, will serve as a part of the statewide system of regional support to educators and school leaders to implement evidence-based instructional strategies in standards-based mathematics. This position will work with state math leaders and regional centers to lead regional professional learning to promote a deep understanding of math standards, content, learning progressions, and pedagogy necessary for the implementation of standards and effective teaching in PK-12 math environments.
The regional mathematics specialist continuously utilizes data to inform instructional practices related to standards-based education and facilitates communications and planning with sites and districts to advance student success and accelerate student learning. This position will work with regional sites to build sustainable systems of processes and coaching supports for educators and educational leaders to improve their capacity to fully implement evidence-based mathematics, engage families, and build educator competency and efficacy - thereby increasing the mathematics skills of historically underserved children in Minnesota.
The regional math specialist will work in partnership with state and regional teams to build educator and administrative competency around mathematics, assessment, and data including understanding standards and benchmarks and the developmental processes of learning mathematics. This position will work with sites to identify resources and alignment to math standards.
ESSENTIAL FUNCTIONS
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
STATEWIDE MATHEMATICS TEAM RESPONSIBILITIES:
- Serve as a member of this team under the leadership of the COMPASS Math Lead:
- Participate in communities of practice to deepen understanding and skill in math standards, math progressions, math instructional pedagogy, and standards-based implementation.
- Stay apprised of current research and evidence-based practices for mathematics instruction.
- Collaboratively develop tools, resources, professional development modules, and programming.
- Determine evidence-based programs and practices that should be scaled up for improved instruction, curriculum, assessment, and professional development.
- Work collaboratively to build and maintain a regional system of professional development and support that educators and leaders can easily access and that makes extensive use of e-learning modules, webinars, interactive websites, open education resources (OER), and/or other multimedia and digital resources.
- Provide tools and processes for on-site coaching for district and school math educators, leaders and school teams in the region.
- Develop strong relationships with other organizations supporting mathematics leadership including NCTM, NCSM, The Minnesota Council of Teachers of Mathematics (MCTM), The MN Math Leaders, The STEM Center (SciMathMN), and state and regional higher ed institutions.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
- Participate in early learning training and support initiatives that help pre-K teachers provide high-quality, developmentally based instruction.
- Assess statewide practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
- Select and use tools and materials specific to active implementation frameworks.
- Assess practices in instruction, curriculum, assessment, and professional development to determine gaps in understanding core features of evidence-based practices in those areas.
- Ensure alignment of the work to the Minnesota PreK-12 Academic Mathematics Standards and Early Childhood Indicators of Progress.
MINNESOTA SERVICE COOPERATIVE RESPONSIBILITIES:
- Serve as a math lead on the regional COMPASS team. Collaborate with colleagues to ensure math support provided across all content areas is aligned to MnMTSS.
- Collect and analyze regional knowledge and capacity data to identify messaging, training, support, and coaching needs to build capacity for implementing effective mathematical practices within the MnMTSS framework.
DISTRICT AND SCHOOL RESPONSIBILITIES
- Assist schools in identifying, operationalizing, and reaching a shared understanding of core features of evidence-based practices in curriculum, instruction, assessment, and professional development.
- Support districts in the implementation and alignment of a MnMTSS system utilizing evidence-based practices and standards-based mathematics curriculum.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Support implementation of evidence-based mathematics practices in PK-12 settings.
- Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
- Familiarize teachers and administration with the research on effective mathematics practices and evidence-based practices.
- Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
- Other duties as assigned
COMPETENCIES
- Proficient in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
- Thorough understanding of pedagogy and best practices within mathematics education
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team
- Ability to reflect on and continuously improve professional practices in response to coaching
- Proficiency in group facilitation
- Proficiency in addressing educational inequity in previous positions
- Proficiency with effective implementation practices and systems change
- Ability to adapt to and work with a variety of school contexts
- Ability to create a collaborative partnership with educators
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of office applications and online learning platforms
- Proficiency in adapting to new software and digital tools
EDUCATION AND EXPERIENCE
- Bachelors in mathematics, education, or related field
- Minimum of five (5) years prior mathematics K-12 teaching experience
- Experience planning, implementing, and evaluating district-wide initiatives and professional learning connected to mathematics
- Current teaching or administrative license
- Valid MN Driver’s License
PREFERRED EDUCATION AND EXPERIENCE
- Masters in education or related field
- 3+ years of instructional coaching experience with a focus on mathematics
ENVIRONMENT & PHYSICAL DEMANDS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
EXPECTED HOURS OF WORK
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
OTHER DUTIES
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
Position Title: COMPASS MnMTSS Regional Lead
POSITION SUMMARY/OBJECTIVES
The Minnesota Multi-tiered Systems of Support (MnMTSS) Regional Specialist is an MDE-funded service cooperative employee who serves as a member of a Statewide MnMTSS Team and provides support for regional implementation of the MnMTSS framework.
To ensure consistent and sustained MnMTSS, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, CAREI, and MSC to build the capacity within districts to manage and sustain local MnMTSS with fidelity, resulting in improved district practices, ultimately creating positive learner developmental, academic, behavioral, social-emotional experiences and outcomes.
The person hired as an MnMTSS Regional Specialist will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and understand MnMTSS as an equity-focused framework through which these inequities can be addressed.
ESSENTIAL FUNCTIONS
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Statewide MnMTSS Team Responsibilities:
- Provide technical assistance to regional school districts and charter schools in implementing MnMTSS through consistent statewide technical assistance strategies. This includes:
- (Data Analysis/Needs Assessment) Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- (Training) Collaboration with MDE and CAREI staff in developing and delivering in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Deliver state-approved professional learning with fidelity.
- (Coaching) Provide on-site evidence-based coaching for district and school leaders and teams in the region to implement yearly MnMTSS action plans.
- (Brokering of Resources) Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided for Regional Specialists by MDE and CAREI staff to understand and be able to accurately message the structures of MnMTSS, to be trained in MDE MnMTSS Cohort Training materials, and to be able to deliver consistent training to districts, and to learn updates and connections to other COMPASS content areas (literacy, math, school climate, SEL, etc..) and MDE initiatives.
- Participating in coaching provided by MDE and CAREI staff to improve training delivery, improve TA strategies, learn new protocols, deepen the ability to build relationships with clients, learn to use and coach any MTSS self-assessments or capacity assessments, to facilitate district leadership team goal setting and action planning for implementing system processes and practices that address their inequities.
- Participating in communities of practice with cross-regional colleagues to be able to stay consistent in the delivery of support to districts, to practice identifying districts' needs and what may be adaptable to their local context, and to build each other's knowledge and skills in new and upcoming research.
- Participate in the coach-of-coach model, including observations, to improve capacity and skills in providing direct support to the district.
- Collect and Review statewide service data to identify what works well for whom under what circumstances. Identify areas of need and identify areas for shoring up consistency in delivery and support. Identify root causes, practice problem-solving, identify possible solutions, and develop an adjusted service delivery plan that includes gathering new data, studying and analyzing that data, prioritization, and action planning.
- Collaborate with regional team members to develop and execute a support plan that strengthens and furthers regional implementation. Use continuous improvement principles to understand the impact of internal practices, and supports provided, and to determine the next steps.
- Consistently message and explain MnMTSS service delivery model and support to all entities that interact with it. Clarify for districts and others Minnesota’s service delivery pathway for support and what each entity's role is within that statewide service delivery model.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
- Collect and track individual work time, effort, focus, strategies used, etc., to support the statewide reflection on content training needs, skill-building needs, consistency in delivery across team members, etc.
MINNESOTA SERVICE COOPERATIVE RESPONSIBILITIES:
- Serve as an MnMTSS specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all content areas is aligned to MnMTSS.
- Collect and analyze regional knowledge and capacity data to identify messaging, training, support, and coaching needs to build capacity for implementing practices within the MnMTSS framework.
- Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned to MnMTSS.
DISTRICT AND SCHOOL RESPONSIBILITIES
- As a regional specialist, collect, analyze, and use data (student, program, and implementation level data) to problem-solve needs and priorities within the region.
- Support district and school leaders in developing an effective infrastructure for implementing the MnMTSS as a continuous improvement framework.
- Facilitate the development of linked teams in districts and schools. Coach and support teams in effective teaming structures and the use of data-based decision-making processes at all system levels.
- Initiate and facilitate discussions with district (and school) leadership teams about the existing inequities their current system creates and maintains.
- Collaboratively facilitate district (and school team) goal setting and action planning for implementing system processes and practices that address inequities.
- Support district and school leadership teams in data collection and analysis to ensure data is being used effectively at all levels of the system, from district to classroom) to inform instruction that supports student growth and achievement across all Tiers.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Support district and school leaders in planning to develop and continuously improve Tier 2 and Tier 3 academic and behavior interventions, in addition to Tier 1 instruction.
- Through the engagement with COMPASS staff (MDE and other regional content specialists), engage district and school leaders in integrating Comprehensive Mental Health, School Climate, SEL, Culturally Responsive Pedagogy, support for Multilingual learners, and Family and Community Engagement within their district-wide MnMTSS implementation
- Familiarize teachers and administration with the research on multi-tiered systems of support.
- Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
COMPETENCIES
- District experience implementing a framework for equitable MTSS within a K-12 education setting.
- Experience coaching MTSS teams to change adult practices (versus individual contributors)
- Demonstrated commitment to examine data to self-reflect on own actions and impact to continuously improve own practices
- Experience guiding teams to make data-based decisions for continuous improvement including guiding universal screening, progress monitoring, and diagnostic assessments.
- Experience building the capacity of teams to independently develop and prioritize goals and create and carry out action plans to meet improvement goals.
- Experience in identifying, implementing, and evaluating evidence-based practices in education.
- Understanding and applying adult learning principles in professional learning.
- Ability to function cooperatively as a member of a team and collaboratively engage with a wide range of staff to develop and promote trusting partnerships.
- Ability to reflect on and continuously improve professional practices in response to coaching
- Experience addressing educational inequity in previous positions. Ability to recognize and disrupt dominant narratives and the marginalization they perpetuate.
- Experience with effective implementation practices and systems change
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills; show initiative in resolving problems
- Effective written and verbal communication skills
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives; effective and efficient at prioritizing work plans and activities- a self-starter
- Adaptable and flexible with competing demands and shifting priorities
- Proficient in the use of G-Suite applications and online learning platforms. Ability to adapt to new software and digital tools
EDUCATION AND EXPERIENCE
- Bachelor’s degree in education or related field (e.g. school psychology, social work)
- At least five (5) years experience in PreK-12 education with at least two (2) years in a school or district leadership position
- Valid MN Driver’s License
PREFERRED EDUCATION AND EXPERIENCE
- Significant (5-7 years) experience in school and/or district leadership
- Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.)
- Current school or district administrative license
ENVIRONMENT & PHYSICAL DEMANDS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
EXPECTED HOURS OF WORK
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
OTHER DUTIES
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Regional Climate and Culture Lead
Position Summary/Objectives
COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education. The COMPASS Regional School Climate and Culture Lead is an MDE-funded service cooperative employee who serves as a member of a COMPASS School Climate and Culture Team and supports regional implementation of school climate improvement within the MnMTSS framework.
The COMPASS Regional Climate and Culture Lead will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and will engage educators in conversations and action planning to ensure high levels of learning for all students and staff without exception.
The COMPASS Regional School Climate and Culture Lead will support districts and regional partners to build systems and the capacity of district staff to implement policies and practices for school climate improvement including transformative social-emotional learning, school connectedness, educator wellbeing, restorative practices, and non-exclusionary discipline resulting in improved conditions for teaching and learning, attendance, and graduation rates for all student groups.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Statewide Climate and Culture Team Responsibilities:
- Support regional school districts and charter schools in the implementation of school climate improvement through the use of consistent statewide technical assistance strategies. This includes:
- Collaboration with the MDE COMPASS team and Service Cooperative staff in the development and delivery of in-person, synchronous, and asynchronous professional learning content for delivery across all regions.
- Provide on-site coaching for district and school leaders and teams in the region.
- Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.
- Support district and school leaders in continuous improvement of MnMTSS in the areas of School Climate, SEL, and Culturally Responsive Pedagogy, through engagement with COMPASS MDE and regional content specialists.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided for Regional Leads by MDE and Service Coop staff.
- Participating in coaching provided by MDE and Service Coop staff.
- Participating in communities of practice with MDE and regional colleagues to deepen understanding and skill in regional coordination.
Minnesota Service Cooperative Responsibilities:
- Collaborate and coordinate with the MDE Compass Team and MSC staff to develop and provide this support regionally.
- Develop communications, resources, and training for participating district leaders in collaboration with MDE, and MSC staff.
- Continually develop individual capacity and skills to facilitate growth-focused conversations with a variety of educators.
- Provide technical assistance, individualized coaching, and resources to districts, schools, and teachers based on requests.
- Foster positive relationships with district personnel, MDE, and MSC staff, and other education organizations and partners.
- Regularly communicate with school administrators, colleagues, and experts to keep well-informed of current and developing research.
District and School Responsibilities:
- Support regional school districts and charter schools in the training and implementation of evidence-based, culturally responsive school climate improvement programs and practices, inclusive of transformative SEL, restorative practices, and non-exclusionary discipline, for improved instruction, curriculum, assessment, and professional development through the following:
- Build foundational knowledge of school climate improvement, focus based on the area of need or request, resources, and tools to support school improvement and district leadership.
- Support systems and district leaders in implementing and sustaining evidence-based/informed curriculum, instruction, assessment, and multi-tiered systems of support
- Support systems and educators in implementing and sustaining highly effective Professional Learning
- Design and provide professional development activities utilizing the principles of adult learning
- Assess and prioritize professional learning needs based on assessed needs, discussions, and surveys of district staff and other education partners.
- Develop a district professional learning plan including resources, learning opportunities, and communications to meet prioritized needs
- Plan and facilitate professional learning opportunities including training, webinars, and networks.
- Evaluate professional learning activities and use results to improve activity effectiveness.
- Build the capacity of district and educational partner staff to provide educational leadership, program development, training, consultation, and resources to support district leaders which will result in district-wide implementation of evidence-based school climate strategies leading to better student academic outcomes and improved conditions for learning by:
- On-call technical assistance, collaborative program solving, and gender support to district leaders
- Maintaining a professional coaching relationship with educators through active listening, reflective questioning, and collaborative development of differentiated coaching plans
- Engaging in focused conversations with district and educational partner leaders to build capacity for continuous improvement that embeds timely and meaningful stakeholder engagement
- Modeling the use of effective team facilitation processes and protocols
- Support implementation and evaluation of districtwide school climate improvement and implementation practices by:
- Use evidence and data to support the continuous improvement process and ensure multiple types of educational data, and comprehensive needs assessments are completed/reviewed; examining data, practices, and implementation with an equity lens
- Assist systems and educators in identifying and implementing evidence-based practices
- Assist in selecting assessment measures to evaluate school climate improvement and activities, including measuring process and outcome measures.
- Assist in evaluating training and technical assistance activities and use results to improve activity effectiveness.
- Work with district and educational partner staff to gather pertinent program data.
- Assist in analyzing evaluation data and action plan for next steps.
Competencies
- Passion and urgency for School Climate as a key lever to improving the educational experiences and lives of students and families in Minnesota
- Knowledge of best practices in SEL strategies and supports
- Experience within a K-12 education setting
- Thorough understanding of pedagogy and best practices within education
- Deep knowledge of effective implementation and continuous improvement processes
- Experience using data to drive critical conversations and continuous improvement among peer and non-peer colleague groups
- Experience coordinating and delivering professional development for a variety of internal and external stakeholders
- Cultural competency and ability to navigate and promote sensitivity to issues of race and equity.
- Planning, facilitating, and evaluating learning activities for adult learners
- Coaching leaders and educators to increase effectiveness
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team
- Ability to reflect on and continuously improve professional practices in response to coaching
- Experience with group facilitation
- Experience addressing educational inequities in previous positions
- Experience with effective implementation practices and systems change
- Ability to adapt to and work with a variety of school contexts
- Ability to create a collaborative partnership with educators
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of G-Suite applications and online learning platforms
- Proficiency in adapting to new software and digital tools
Education and Experience
This position requires an experienced professional, with a thorough knowledge of research and practice expertise around successful evidence-based schoolwide implementation of social and emotional learning generally achieved through practice experience and a degree in a related educational field. Successful candidates will have the following:
- Bachelor’s degree in education, social work, school psychology, or a related field
- Minimum of five (5) years experience in a PreK-12 School System, with at least two (2) years in a school or district leadership position
- Current teaching, related service, or administrative license
- Valid MN Driver’s License
Preferred Education and Experience
- Master’s degree in a related education field (school administration, social work, etc.)
- Experience at a district level, as an instructional coach, student support services, lead or related
Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
Expected Hours of Work
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
Regional Literacy Network Coach
Position Summary and Objectives
A Regional Literacy Network Coach is an MDE-funded service cooperative employee who serves as a member of the Statewide Regional Literacy Network and provides support for regional implementation of the READ Act.
To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.
The person hired as a Regional Literacy Coach will be committed to addressing historical and persistent inequities in opportunities and outcomes for students of color and students with disabilities, will be responsible for strengthening educator capacity to deliver evidence-based literacy practices in Tier 1 (core) instruction through the Regional Literacy Network (RLN) Coaching Model to move all students toward literacy grade level proficiency, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Essential Duties and Responsibilities
Regional Literacy Network Team Responsibilities
- Commitment to the Minnesota Department of Education’s (MDE) implementation of the READ Act with a focus on promoting proficiency in literacy for all students.
- Build the capacity of educators to implement evidence-based structured literacy practices under the direction of MDE in partnership with CAREI.
- Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
- Utilize change management strategies while supporting district lead and/or coaches to implement evidence-based literacy practices with their educators and students.
- Collaborate with the Regional Literacy Network Lead to build processes and procedures for implementing the READ Act legislation with a primary focus on the RLN Literacy Coaching of evidence-based structured literacy practices.
- Participate in the training and coaching support of the RLN Coaching model
- Consult with principals, instructional leaders or literacy coaches, and teaching staff in schools and districts to analyze their needs and problem-solve for practical solutions.
- Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to participating schools and districts.
- Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
- Support organizational equity goals and employ strategies to increase diversity, equity, and inclusion in all job responsibilities.
Minnesota Service Cooperative (MSC) Responsibilities
- Serve as a Regional Literacy Network Coach on the regional COMPASS team. Collaborate with colleagues to ensure support is provided across all areas related to literacy.
- Collect and analyze regional knowledge and capacity data to identify support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
- Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned with the READ Act.
School Responsibilities
- Support site-level coaching in PK-12 settings for implementation of evidence-based Structured Literacy practices.
- Provide site-level support in classroom data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
- Provide site-level support in interventions and screening.
- Effectively identify the needs of assigned sites to prioritize, schedule, and organize support so that every student achieves grade-level reading proficiency every year.
- Provide appropriate literacy support to sites so there can be a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for each student.
- Other duties as assigned.
Competencies
- Understanding of pedagogy and best practices within education
- Understanding of adult learning principles and group facilitation
- Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
- Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
- Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
- Ability to function cooperatively and collaboratively with colleagues and educators
- Ability to reflect on and continuously improve professional practices
- Ability to adapt to and work with a variety of school contexts
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of office applications and online learning platforms
Education and Experience
- Bachelor’s degree in education, school psychology or a related field
- At least 5 - 7 years experience in PreK-12 education with at least one year in a school or district leadership role.
- Successful completion (or near completion) of one of the three approved trainings: LETRS K-3, OL&LA, and/or CAREIALL
- Current teaching, administrative, or related field license
- Minimum of five years of teaching experience
- Valid MN Driver’s License
Preferred Education and Experience
- Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
- Certified Facilitator or Trainer in one of the three approved trainings: LETRS K-3, OL & LA, and/or CAREIALL
Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
Position Type/Expected Hours of Work
This is a 205-day position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional evening events, travel to the Minnesota Department of Education, and travel within the region are expected.
Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Regional Mathematics Coach
Position Summary and Objectives
This position, the COMPASS Regional Mathematics Coach, will serve as a part of the statewide system of regional support to educators and school leaders to implement evidence-based instructional strategies in standards-based mathematics. This position will work with state math leaders and regional centers to support regional professional learning to promote a deep understanding of math standards, content, learning progressions, and pedagogy necessary for implementation of standards and effective teaching in PK-12 math environments.
The regional mathematics coach continuously utilizes data to inform instructional practices related to standards-based education and facilitates communications and planning with sites and districts to advance student success and accelerate student learning. This position will work with regional sites on processes and coaching supports for educators and educational leaders to improve their capacity to fully implement evidence-based mathematics, engage families, and develop educator competency and efficacy - thereby increasing the mathematics skills of historically underserved children in Minnesota.
The regional math coach will work in partnership with state and regional teams to support educators and build administrative growth around mathematics, assessment, and data including understanding standards and benchmarks and the developmental processes of learning mathematics. This position will work with sites with the alignment of resources to state standards.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Statewide Mathematics Team Responsibilities:
- Serve as a member of this team under the leadership of the COMPASS Math Specialist:
- Participate in communities of practice to deepen understanding and skill in math standards, math progressions, math instructional pedagogy, and standards-based implementation.
- Stay apprised of current research and evidence-based practices for mathematics instruction.
- Collaboratively develop tools, resources, professional development modules, and programming.
Minnesota Service Cooperative Responsibilities:
- Serve as a math specialist on the regional COMPASS team. Collaborate with colleagues to ensure mathematics support provided is aligned to MnMTSS.
- Collect and analyze regional knowledge and capacity data to identify messaging, training, support, and coaching needs to build capacity for implementing effective math practices within the MnMTSS framework.
District and School Responsibilities:
- Support districts in the implementation and alignment of a MnMTSS system utilizing evidence-based practices and standards-based mathematics curriculum.
- Support implementation of evidence-based mathematics practices in PK-12 settings.
- Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Familiarize teachers and administration with the research on effective mathematics practices and evidence-based practices.
- Work collectively with peers and the MN Department of Education in reflecting on personal learning and how that learning supports student achievement and growth of students.
- Other duties as assigned.
Competencies
- Proficient in working with diverse groups, and leadership teams, addressing inequities, and supporting change and transformation in systems.
- Thorough understanding of pedagogy and best practices within mathematics education
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team
- Ability to reflect on and continuously improve professional practices in response to coaching
- Proficiency in group facilitation
- Proficiency in addressing educational inequity in previous positions
- Ability to adapt to and work with a variety of school contexts
- Ability to create a collaborative partnership with educators
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of office applications and online learning platforms
- Proficiency in adapting to new software and digital tools
Education and Experience
- Bachelors in mathematics, education, or related field
- At least five (5) years prior mathematics K-12 teaching experience
- Current teaching license
- Valid MN Driver’s License
Preferred Education and Experience
- Masters in education or related field
- Experience planning, implementing, and evaluating district-wide initiatives and professional learning connected to mathematics
- Current administrative license
Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
Expected Hours of Work
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Regional Equitable Access Specialist - General
Position Summary/Objectives.
The Equitable Access Specialist (EAS) is an MDE-funded service cooperative employee who serves as a member of a Statewide EAS Team and supports statewide and regional systems improvement to identify and dismantle barriers to high-quality instruction and layered support and foundational safe and welcoming school climate and layered supports for specific historically and persistently marginalized students groups.
The person hired as an EAS will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students through a systems improvement lens that identifies and removes barriers and builds on students' and community strengths to increase access.
The EAS will have demonstrated an understanding of the CRSL framework, the MnMTSS framework, and an ability to use quantitative and qualitative data to identify, expose, and support educators to address inequity and continuously improve their districts and schools toward a more equitable and excellent system.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Statewide EAS Team Responsibilities: The EAS is both a specialist with a focus on a specific student group and a member of a statewide team of EASs with a focus on other student groups. This specialist works to ensure focus on a specific student group within the system and to collaboratively ensure all identified student groups are represented in continuous improvement discussions and decision-making.
- Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on improving access, removing barriers, and building on the strengths of communities and students from a specific student group.
- Provide internal professional development to other EAS specialists and to other regional team members to build their knowledge of and ability to identify and remove barriers for your focus student group (students with disabilities, multilingual learners, or American Indian students), including knowledge of the historical and persistent failure of the education system to ensure equitable and excellent access and outcomes.
- Participate in professional learning opportunities from other EAS specialists to build your capacity to identify the need for their expertise and to use foundational training and knowledge to begin addressing the needs within the system of the other identified student groups.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided for regional team members by MDE staff.
- Participating in coaching provided by MDE staff.
- Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
Minnesota Service Cooperative Responsibilities:
- Provide support and coaching to internal staff to build capacity for identifying systemic barriers and building on strengths to improve access to high-quality instruction and a safe and welcoming school climate for students and communities of a specific student group and other historically and persistently marginalized student groups.
- Serve as an EAS specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all areas is aligned to CRSL and MnMTSS.
District and School Responsibilities
- Provide expertise on the history of systemic inequity in the education system for historically and persistently marginalized student groups and help make the connection between historic and current marginalization, lack of access, and inequitable student opportunities and outcomes.
- Collaborate with CRSL specialists, to provide expertise on culturally relevant leadership and instruction for a specific student group and communities.
- Collaborate with the MnMTSS lead to support the evaluation of systems with the use of quantitative and qualitative data to identify inequitable outcomes and to identify and support the removal of systemic barriers and the development of appropriate changes to the system and support for students and families for a specific student group.
- Provide initial support for this work in regard to other identified student groups and collaborate with and connect districts and schools to colleagues with expertise in a specific student group as needed.
- Support district and school leaders to plan for continuous improvement of Tier 1/universal instruction through engagement with COMPASS supports and services, such as regional leads in content areas of literacy or math and professional development in Learning Acceleration (Atlas).
- Other duties as assigned.
Competencies
- Experience within a K-12 education setting
- Thorough understanding of pedagogy and best practices within education
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team
- Ability to reflect on and continuously improve professional practices in response to coaching
- Experience with group facilitation
- Experience addressing educational inequity in previous positions
- Experience with effective implementation practices and systems change
- Ability to adapt to and work with a variety of school contexts
- Ability to create a collaborative partnership with educators
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of G-Suite applications and online learning platforms
- Proficiency in adapting to new software and digital tools
Education and Experience
- Bachelor’s degree in education, school psychology, or a related field
- Minimum of five (5) years teaching experience in a PreK-12 School System
- Current teaching license
Preferred Education and Experience
- Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
- Experience in school leadership or a combination of school and district leadership.
- Current administrative license
Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
Expected Hours of Work
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected.
Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Regional Culturally Responsive Instructional Leadership Lead
MnMTSS is the statewide continuous improvement framework. COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education.
The Culturally Responsive Instructional Leadership (CRIL) Lead is an MDE-funded service cooperative employee who serves as a member of a Statewide CRIL Team and supports regional school leader development in the CRIL framework and instructional leadership.
The person hired as a CRIL Lead will be committed to developing school leaders in addressing historical and persistent inequities in educational opportunities and outcomes for students, especially students of color, students with disabilities, and students from low socioeconomic backgrounds, and understand MnMTSS as an equity-focused framework through which these inequities can be addressed. The person hired for this position will also have strong instructional leadership skills and experience developing school leaders to become strong equity-focused instructional leaders.
The CRIL Lead will have demonstrated an understanding of the CRIL framework, the MnMTSS framework, high-quality core and foundational instruction and school climate, and the ability to coach leaders to continuously improve their districts and schools towards a more equitable and excellent system.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Statewide CRIL Lead Team Responsibilities:
- Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on the CRIL framework quadrants:
- Critically Self-Reflects on Leadership Behaviors
- Develops Culturally Responsive Teachers
- Promotes Culturally Responsive/Inclusive School Environment
- Engages Students, Parents, and Indigenous Contexts
- Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources for developing district and school leaders to be instructional leaders focused on ensuring access to high-quality tier one instruction and layers of support for all students and foundational safe and welcoming school climate and layered supports for all students within the MnMTSS framework.
- Provide internal professional development to other statewide regional teams in the areas of culturally responsive leadership and systems for high-quality instruction and school climate.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided for regional team members by MDE staff.
- Participating in coaching provided by MDE staff.
- Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
Minnesota Service Cooperative Responsibilities:
- Provide support and coaching to internal staff to build capacity for implementing practices aligned to CRIL.
- Serve as a CRIL specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all content areas is aligned to CRIL and MnMTSS.
District and School Responsibilities
- Provide professional learning and coaching opportunities to:
- Support district and school leaders' development within the CRIL Framework.
- Support district and school leaders' development as instructional leaders with a specific focus on ensuring access to high-quality tier-one instruction and layers of support for all students, especially students from historically and persistently marginalized student groups.
- Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
- Support district and school leaders to plan for continuous improvement of Tier 1 instruction through engagement with COMPASS support such as regional content leads and professional development in Learning Acceleration (Atlas).
- Familiarize district and school leaders with the research on CRIL
- Other duties as assigned.
Competencies
- Experience within a K-12 education setting
- Thorough understanding of pedagogy and best practices within education
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team
- Ability to reflect on and continuously improve professional practices in response to coaching
- Experience with group facilitation
- Experience addressing educational inequity in previous positions
- Experience with effective implementation practices and systems change
- Ability to adapt to and work with a variety of school contexts
- Ability to create a collaborative partnership with educators
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills
- Effective written and verbal communication skills
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
- Ability to show initiative in resolving problems
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
- Ability to conduct oneself in a professional and customer service-based manner at all times
- Proficient in the use of G-Suite applications and online learning platforms
- Proficiency in adapting to new software and digital tools
Education and Experience
- Bachelor’s degree in education, school psychology, or a related field
- Minimum of five (5) years experience in a PreK-12 School System, with at least three (3) years in a school or district leadership position
- Valid MN Driver’s License
Preferred Education and Experience
- Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
- Significant experience (5-7) years in school leadership or a combination of school and district leadership.
- Current teaching or administrative license
Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.
Expected Hours of Work
Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside typical work hours, travel to the Minnesota Department of Education, and travel within the region are expected. Occasional travel outside of the region. Office specifics will vary by region.
Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Salary Range
Dependent upon qualifications
Position open until filled
Application Guidelines
Send cover letter, 3 letters of professional reference, and resume to: angela.skrade@brightworksmn.org
Please direct questions concerning salary and benefits to: john.schultz@brightworksmn.org
COMPASS Statewide MnMTSS Lead
Lakes Country Service Cooperative is seeking aplicants for a COMPASS Statewide MnMTSS Lead. This position qualifies for a hybrid work environment.
Job Description:
MnMTSS is the statewide continuous improvement framework. COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education. This position may be hosted by any of the nine (9) Minnesota Service Cooperatives. The Lead Advocate will participate with statewide and regional teams.
The Minnesota Multi-tiered Systems of Support (MnMTSS) Statewide Specialist is an MDE-funded service cooperative employee who serves as a member of a Statewide MnMTSS Team and supports statewide implementation of the MnMTSS framework. Supervision and work direction will be collaboratively provided by MDE and the MN service cooperative in which the MnMtss Statewide Specialist is employed.
The person hired as an MnMTSS Statewide Specialist will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and understand MnMTSS as an equity-focused framework through which these inequities can be addressed.
The MnMTSS Statewide Specialist will have demonstrated the ability to support district and school administrators in the analysis and improvement of implementation infrastructure and support all staff in planning, organizing, and delivering multi-tiered systems of support to meet individual and school needs. Please see the attached job description for further details.
Requirements and Qualifications:
- Bachelor’s degree in education or related field (school psychology, social work)
- At least 5 years’ experience in PreK-12 education with at least 2 years in a school or district leadership position
- Experience with leading educators in data collection, analysis, and use in decision-making
- Valid MN Driver’s License
- Preferred: Significant (5-7 years) experience in school and/or district leadership
- Preferred: Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.)
- Preferred: Licensed school or district administrator
Salary Range:
$90,000-$104,000 Annually (260 Days)
Position open until filled.
Benefits:
Lakes Country Service Cooperative offers a family friendly, flexible work environment, with vacation, sick leave, holidays, volunteer time off, health, vision, and dental plans, 403B, TRA and PERA retirement savings.
Position Location:
This hybrid position offers a flexible work location. Lakes Country Service Cooperative is located in Fergus Falls, Minnesota.
How to Apply:
Please submit an online application at www.lcsc.org under Employment Opportunities. Position is open until filled.
For additional information, please contact:
Josh Nelson, Deputy Director of Educational Programs
Lakes Country Service Cooperative
jnelson@lcsc.org
218-737-6508
COMPASS Statewide Family and Community Engagement Lead
Regional Educational Leadership in host Service Cooperative
JOB SUMMARY
The Family and Community Engagement Lead is a Lakes Country Service Cooperative Employee funded by MDE who serves as a member of the Statewide MnMTSS Team and provides statewide support for the implementation of the MnMTSS framework with a particular focus on Component 2. This position may be hosted by any of the nine (9) Minnesota Service Cooperatives. The Lead Advocate will participate with statewide and regional teams.
To ensure consistent and sustained MnMTSS, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, CAREI, and MSC to build the capacity within districts to manage and sustain local MnMTSS with fidelity, resulting in improved district practices, ultimately creating positive learner developmental, academic, behavioral, social-emotional experiences and outcomes.
The person hired as a Statewide Family and Community Engagement Lead will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and understand MnMTSS as an equity-focused framework through which these inequities can be addressed.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
POSITION RESPONSIBILITIES
- Collaborate with the MDE COMPASS team and MDE Family and Community Engagement specialists to support statewide implementation of best practices in this area.
- Serve as a Family and Community Engagement specialist on the MnMTSS statewide team.
- Provide technical assistance to regional school districts and charter schools in implementing MnMTSS through consistent statewide technical assistance strategies. This includes:
- (Data Analysis/Needs Assessment) Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- (Training) Collaboration with MDE and CAREI staff in developing and delivering in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Deliver state-approved professional learning with fidelity.
- (Coaching) Provide on-site evidence-based coaching for district and school leaders and teams in the region to implement yearly MnMTSS action plans.
- (Brokering of Resources) Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided for Regional Specialists by MDE and CAREI staff to understand and be able to accurately message the structures of MnMTSS, to be trained in MDE MnMTSS Cohort Training materials, and to be able to deliver consistent training to districts, and to learn updates and connections to other COMPASS content areas (literacy, math, school climate, SEL, etc..) and MDE initiatives.
- Participating in coaching provided by MDE and CAREI staff to improve training delivery, improve TA strategies, learn new protocols, deepen the ability to build relationships with clients, learn to use and coach any MTSS self-assessments or capacity assessments, to facilitate district leadership team goal setting and action planning for implementing system processes and practices that address their inequities.
- Participating in communities of practice with cross-regional colleagues to be able to stay consistent in the delivery of support to districts, to practice identifying districts' needs and what may be adaptable to their local context, and to build each other's knowledge and skills in new and upcoming research.
- Participate in the coach-of-coach model, including observations, to improve capacity and skills in providing direct support to the district.
- Collect and Review statewide service data to identify what works well for whom under what circumstances. Identify areas of need and identify areas for shoring up consistency in delivery and support. Identify root causes, practice problem-solving, identify possible solutions, and develop an adjusted service delivery plan that includes gathering new data, studying and analyzing that data, prioritization, and action planning.
- Collaborate with regional team members to develop and execute a support plan that strengthens and furthers regional implementation. Use continuous improvement principles to understand the impact of internal practices, and the support provided, to determine the next steps.
- Consistently message and explain MnMTSS service delivery model and support to all entities that interact with it. Clarify for districts and others Minnesota’s service delivery pathway for support and what each entity's role is within that statewide service delivery model.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
- Collect and track individual work time, effort, focus, strategies used, etc., to support the statewide reflection on content training needs, skill-building needs, consistency in delivery across team members, etc.
EDUCATIONAL, TECHNICAL and OTHER REQUIREMENTS
- Bachelor’s degree in education or related field (school psychology, social work)
- At least 5 years’ experience in PreK-12 education with at least 2 years in a school or district leadership position
- Experience with leading educators in data collection, analysis, and use in decision-making.
- Valid MN Driver’s License
- Preferred: Significant (5-7 years) experience in school and/or district leadership
- Preferred: Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.)
- Preferred: Licensed school or district administrator
SKILLS and ABILITIES
- District experience implementing a framework for equitable MTSS within a K-12 education setting.
- Experience coaching MTSS teams to change adult practices (versus individual contributors)
- Demonstrated commitment to examine data to self-reflect on own actions and impact to continuously improve own practices.
- Experience guiding teams to make data-based decisions for continuous improvement including guiding universal screening, progress monitoring, and diagnostic assessments.
- Experience building the capacity of teams to independently develop and prioritize goals and create and carry out action plans to meet improvement goals.
- Experience in identifying, implementing, and evaluating evidence-based practices in education.
- Understanding and applying adult learning principles in professional learning.
- Ability to function cooperatively as a member of a team and collaboratively engage with a wide range of staff to develop and promote trusting partnerships.
- Ability to reflect on and continuously improve professional practices in response to coaching.
- Experience addressing educational inequity in previous positions. Ability to recognize and disrupt dominant narratives and the marginalization they perpetuate.
- Experience with effective implementation practices and systems change.
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills; show initiative in resolving problems.
- Effective written and verbal communication skills
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives; effective and efficient at prioritizing work plans and activities - a self-starter.
- Adaptable and flexible with competing demands and shifting priorities.
- Proficient in the use of G-Suite applications and online learning platforms. Ability to adapt to new software and digital tools.
PHYSICAL REQUIREMENTS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time and carry items a short distance as necessary.
Salary Range:
$90,000-$104,000 Annually (260 Days)
Position open until filled.
Benefits:
Lakes Country Service Cooperative offers a family friendly, flexible work environment, with vacation, sick leave, holidays, volunteer time off, health, vision, and dental plans, 403B, TRA and PERA retirement savings.
Position Location:
This hybrid position offers a flexible work location. Lakes Country Service Cooperative is located in Fergus Falls, Minnesota.
How to Apply:
Please submit an online application at www.lcsc.org under Employment Opportunities. Position is open until filled.
For additional information, please contact:
Josh Nelson, Deputy Director of Educational Programs
Lakes Country Service Cooperative
jnelson@lcsc.org
218-737-6508
This job description does not constitute an employment agreement between the Service Cooperative and employee and is subject to change by the Service Cooperative as the needs and requirements of the position change.
COMPASS Statewide Data and Asessment Literacy (MnMTSS) Lead
LAKES COUNTRY SERVICE COOPERATIVE
JOB SUMMARY
The Data and Assessment Literacy Lead is funded through a partnership with the Minnesota Department of Education (MDE). The position serves as a member of a Statewide MnMTSS Team and provides statewide support for the implementation of the MnMTSS framework with a particular focus on Components 4 and 5. This position may be hosted by any of the nine (9) Minnesota Service Cooperatives. The Lead Advocate will participate with statewide and regional teams.
To ensure consistent and sustained MnMTSS, LCSC’s and MDE’s vision is to leverage multiple statewide providers. We aim to create a unified statewide ecosystem of support and collaboration across MDE, CAREI, and MSC to build the capacity within districts to manage and sustain local MnMTSS with fidelity, resulting in improved district practices, ultimately creating positive learner developmental, academic, behavioral, socialemotional experiences and outcomes.
The person hired as a Statewide Data and Assessment Literacy Lead will be committed to addressing historical and persistent inequities in educational opportunities and outcomes for students of color and students with disabilities and understand MnMTSS as an equity-focused framework through which these inequities can be addressed.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
POSITION RESPONSIBILITIES
- Work with the COMPASS MDE Data and Assessment Literacy Specialist to ensure aligned support for Data and Assessment Literacy statewide, including alignment between the MnMTSS Framework and the Minnesota Data and Assessment Literacy (MnDAL) modules.
- Serve as a Data and Assessment Literacy Specialist on the MnMTSS statewide team.
- Provide technical assistance to regional school districts and charter schools in implementing MnMTSS through consistent statewide technical assistance strategies. This includes:
- (Data Analysis/Needs Assessment) Developing familiarity with regional needs related to continuous improvement of systems to improve outcomes for all students with particular attention to those who have been persistently underserved and marginalized.
- (Training) Collaboration with MDE and CAREI staff in developing and delivering in-person, synchronous, and asynchronous professional learning content for delivery across all regions. Deliver state-approved professional learning with fidelity.
- (Coaching) Provide on-site evidence-based coaching for district and school leaders and teams in data and assessment literacy.
- (Brokering of Resources) Developing familiarity with MDE and regional COMPASS supports and working with the entire COMPASS team to ensure coherence and access for all districts and charter schools and alignment across all efforts.
- Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:
- Attending all professional learning provided by MDE and CAREI staff to understand and be able to accurately message the structures of MnMTSS, to be trained in MDE MnMTSS Cohort Training materials, and to be able to deliver consistent training to districts, and to learn updates and connections to other COMPASS content areas (literacy, math, school climate, SEL, etc..) and MDE initiatives other COMPASS content areas (literacy, math, school climate, SEL, etc..) and MDE initiatives.
- Participating in coaching provided by MDE and CAREI staff to improve training delivery, improve TA strategies, learn new protocols, deepen the ability to build relationships with clients, learn to use and coach any MTSS self-assessments or capacity assessments, to facilitate district leadership team goal setting and action planning for implementing system processes and practices that address their inequities.
- Participating in communities of practice with cross-regional colleagues to be able to stay consistent in the delivery of support to districts, to practice identifying districts' needs and what may be adaptable to their local context, and to build each other's knowledge and skills in new and upcoming research.
- Participate in the coach-of-coach model, including observations, to improve capacity and skills in providing direct support to the district.
- Collect and Review statewide service data to identify what works well for whom under what circumstances. Identify areas of need and identify areas for shoring up consistency in delivery and support. Identify root causes, practice problem-solving, identify possible solutions, and develop an adjusted service delivery plan that includes gathering new data, studying, and analyzing that data, prioritization, and action planning.
- Collaborate with regional team members to develop and execute a support plan that strengthens and furthers regional implementation. Use continuous improvement principles to understand the impact of internal practices, and supports provided, and to determine the next steps.
- Consistently message and explain the MnMTSS service delivery model and support to all entities that interact with it. Clarify for districts and others Minnesota’s service delivery pathway for support and what each entity's role is within that statewide service delivery model.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
- Collect and track individual work time, effort, focus, strategies used, etc., to support the statewide reflection on content training needs, skill-building needs, consistency in delivery across team members, etc.
EDUCATIONAL, TECHNICAL and OTHER REQUIREMENTS
- Bachelor’s degree in education or related field (school psychology, social work)
- At least 5 years’ experience in PreK-12 education with at least 2 years in a school or district leadership position
- Experience with leading educators in data collection, analysis, and use in decision-making
- Valid MN Driver’s License
- Preferred: Significant (5-7 years) experience in school and/or district leadership
- Preferred: Master’s degree in education or related field (school administration, school psychology, curriculum and instruction, special education, etc.)
- Preferred: Licensed school or district administrator
SKILLS and ABILITIES
- District experience implementing a framework for equitable MTSS within a K-12 education setting.
- Experience coaching MTSS teams to change adult practices (versus individual contributors)
- Demonstrated commitment to examine data to self-reflect on own actions and impact to continuously improve own practices.
- Experience guiding teams to make data-based decisions for continuous improvement including guiding universal screening, progress monitoring, and diagnostic assessments.
- Experience building the capacity of teams to independently develop and prioritize goals and create and carry out action plans to meet improvement goals.
- Experience in identifying, implementing, and evaluating evidence-based practices in education.
- Understanding and applying adult learning principles in professional learning.
- Ability to function cooperatively as a member of a team and collaboratively engage with a wide range of staff to develop and promote trusting partnerships.
- Ability to reflect on and continuously improve professional practices in response to coaching.
- Experience addressing educational inequity in previous positions. Ability to recognize and disrupt dominant narratives and the marginalization they perpetuate.
- Experience with effective implementation practices and systems change.
- Experience with Universal Design for Learning
- Excellent organizational skills and attention to detail
- Creative analytical and problem-solving skills; show initiative in resolving problems.
- Effective written and verbal communication skills
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved selfinitiatives; effective and efficient at prioritizing work plans and activities- a self-starter.
- Adaptable and flexible with competing demands and shifting priorities.
- Proficient in the use of G-Suite applications and online learning platforms. Ability to adapt to new software and digital tools.
PHYSICAL REQUIREMENTS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance, as necessary.
Salary Range:
$90,000-$104,000 Annually (260 Days)
Position open until filled.
Benefits:
Lakes Country Service Cooperative offers a family friendly, flexible work environment, with vacation, sick leave, holidays, volunteer time off, health, vision, and dental plans, 403B, TRA and PERA retirement savings.
Position Location:
This hybrid position offers a flexible work location. Lakes Country Service Cooperative is located in Fergus Falls, Minnesota.
How to Apply:
Please submit an online application at www.lcsc.org under Employment Opportunities. Position is open until filled.
For additional information, please contact:
Josh Nelson, Deputy Director of Educational Programs
Lakes Country Service Cooperative
jnelson@lcsc.org
218-737-6508
This job description does not constitute an employment agreement between the Service Cooperative and the employee and is subject to change by the Service Cooperative as the needs and requirements of the position change.
COMPASS Statewide Advocate Lead
Lakes Country Service Cooperative
JOB SUMMARY
The Lead Advocate position is one of three (3) federally funded positions that work with the MDE COMPASS School Improvement Supervision to coordinate support to schools identified through the state accountability system. This position may be hosted by any of the nine (9) Minnesota Service Cooperatives. The Lead Advocate will participate with statewide and regional teams.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
POSITION RESPONSIBILITIES
- Serve as a member of a statewide team of Lead Advocates with the COMPASS School Improvement Supervisor.
- Under the leadership of the COMPASS School Improvement Supervisor, collaborate within this team to ensure the following:
- School improvement processes laid out in the ESSA state plan written by the COMPASS Executive Leadership Team are followed.
- Federal ESSA school improvement reporting guidelines are met.
- Communicate ESSA and COMPASS requirements and expectations to regional School Advocates.
- Regional and statewide data is used to inform continuous improvement and progress on statewide school improvement goals.
- Provision of on-site and remote coaching, professional learning, and support to school advocates.
- Develop and continuously improve coaching capacity, school improvement expertise, and knowledge of the MnMTSS continuous improvement framework and culturally responsive practices through attendance at all required training and meetings.
- As requested by the state leadership team, actively participate in a state tier one instruction cross functional team.
EDUCATIONAL, TECHNICAL and OTHER REQUIREMENTS
- Bachelor’s degree in education, school psychology, or a related field
- Minimum of five (5) years’ experience in a PreK-12 School System, with at least two (2) years in a school or district leadership position.
- Strong understanding and application of mentoring and coaching best practices, skills, and strategies.
- Current teaching license
- Valid MN Driver’s License
- Preferred: Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
- Preferred: Extensive experience (5-7) years in school leadership or a combination of school and district leadership.
- Preferred: Current administrative license
SKILLS and ABILITIES
- Experience within a K-12 education setting.
- Thorough understanding of pedagogy and best practices within education.
- Understanding of adult learning principles
- Ability to function cooperatively as a member of a team.
- Ability to reflect on and continuously improve professional practices in response to coaching.
- Experience with group facilitation.
- Experience addressing educational inequity in previous positions.
- Experience with effective implementation practices and systems change.
- Ability to adapt to and work with a variety of school contexts.
- Ability to create a collaborative partnership with educators.
- Experience with Universal Design for Learning.
- Excellent organizational skills and attention to detail.
- Creative analytical and problem-solving skills.
- Effective written and verbal communication skills.
- Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member.
- Ability to show initiative in resolving problems.
- Ability to assume responsibility, be well organized, execute initiatives from directives and approved selfinitiatives.
- Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally.
- Ability to conduct oneself in a professional and customer service-based manner at all times.
- Proficient in the use of G-Suite applications and online learning platforms
- Proficiency in adapting to new software and digital tools.
PHYSICAL REQUIREMENTS
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down is required. This would require the ability to move and lift 30 lbs., stand for extended periods of time, and carry items a short distance, as necessary.
Salary Range:
$90,000-$104,000 Annually (260 Days)
Position open until filled.
Benefits:
Lakes Country Service Cooperative offers a family friendly, flexible work environment, with vacation, sick leave, holidays, volunteer time off, health, vision, and dental plans, 403B, TRA and PERA retirement savings.
Position Location:
This hybrid position offers a flexible work location. Lakes Country Service Cooperative is located in Fergus Falls, Minnesota.
How to Apply:
Please submit an online application at www.lcsc.org under Employment Opportunities. Position is open until filled.
For additional information, please contact:
Josh Nelson, Deputy Director of Educational Programs
Lakes Country Service Cooperative
jnelson@lcsc.org
218-737-6508
This job description does not constitute an employment agreement between the Service Cooperative and the employee and is subject to change by the Service Cooperative as the needs and requirements of the position change.
Brightworks is an Equal Opportunity Employer. In compliance with applicable state and federal law, Brightworks will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with Brightworks.
BrightWorks Membership
Active membership in BrightWorks is open to each public school district which has chosen to join the cooperative by paying the appropriate membership fees. With membership districts can participate and vote in the governance of the co-op.
Become a Member
BrightWorks Events & Education
Event listings offered by BrightWorks and register at our Event Calendar page.
Events & Education