Northeast Metro 916 Intermediate School District

Careers Page:

Licensure Areas Typically Hiring For:

Posted Positions (Contact information can be found at the bottom of the page)

Teaching Licenses (Elementary Education, Mathematics, Social Studies, etc.)| Career and Technical Education (CTE)| Special Education| Administrative and Other Roles

Position 1:

Special Education Teachers - ASD/DD/EBD/LD

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Position Title: Special Education Teacher

Current Open Locations: Karner Blue Education Center, South Campus (WBL), Quora Secondary School, Centennial High School, and Pankalo Education Center

We are also accepting applications for next school year too!

FTE: 1.0

Expected Starting Date: ASAP


Our teachers are incredible!

Nature of Work:

Incumbents are responsible for teaching students in assigned disciplines in classrooms, small groups, or at home; adapting teaching methods and instructional materials to meet students' varying needs and interests; developing individual educational plans designed to promote students' educational, physical, or social development; establishing and enforcing rules for behavior and procedures for maintaining order among students; administering tests to help determine students’ developmental levels, needs, or potential; and conferring with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.

Typical Class Responsibilities:


- Implements and delivers instructional activities to students; instructs and monitors students in the use of learning materials and resources; monitors and assesses student progress and competency mastery, which includes: identifying appropriate assessment methods; developing and administering tests; grading assigned student work; providing performance feedback; and performing other related activities.
- Develops, implements, and evaluates curriculum; establishes learning objectives; prepares and evaluates lesson plans; evaluates and selects instructional resources and/or specialized resources; adapts materials and curriculum to meet the needs of students with varying backgrounds, learning styles, and special needs.
- Manages student behavior, which includes: developing and implementing classroom rules and applicable disciplinary procedures; assisting in the administration of applicable behavioral policies and rules; and providing appropriate interventions and strategies to address behavior issues.
- Maintains accurate and complete student records including grades, achievements, development, and attendance; ensures Due Process rights of students are maintained, as applicable; and develops and writes Individualized Educational Plans and associated reports, as applicable.
- Participates in a variety of meetings, which may include: parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
- Performs related support functions, which may include: preparing correspondence and reports; responding to inquiries; and performing related duties.
- Provides feedback to education and student assistants; gives direction to assistants as necessary.
- Performs other duties of a similar nature or level.

Training and Experience Requirements:

Requires a minimum of a bachelor's degree and licensed or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in the special education field.

Knowledge Requirements:

- Applicable learning theories and teaching methods;
- Curriculum development;
- Student assessment methods;
- Proactive behavior management;
- Classroom management principles and practices;
- Instructional methods and practices;
- Differentiated instructional methods and practices;
- Applicable local, state, and federal laws, rules, and regulations;
- Recordkeeping principles;
- Computers and related software applications.

Skill Requirements:


- Developing, implementing, and evaluating lessons;
- Assessing student achievement and learning;
- Identifying and utilizing instructional resources and/or specialized resources;
- Managing classroom behavior;
- Developing assessment materials;
- Modifying lesson plans for specialized populations;
- Maintaining applicable student records;
- Applying local, state, and federal laws, rules, and regulations;
- Preparing and maintaining records and reports;
- Operating a computer and applicable software applications;
- Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

Physical Requirements:

Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.


Special Education Profile:

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District's mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.

Our highly structured, safe learning environments share these characteristics:

- Classrooms of 4-10 students supported by 1-4 trained education assistants.
- Behavior management support, on-site mental health professionals, due process and curriculum support staff.
- In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.
*This program is listed as a qualifying school in the Teacher Cancellation Low Income Directory which qualifies special education teachers for up to $17,500 in loan forgiveness. Click here for more information.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Emotional Behavioral Disorders| Special Education: Learning Disabilities

Administrative and Other Roles:

Position 2:

School Psychologist - 2 positions

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Position Title: School Psychologist

Current Open Locations: Quora Secondary School and South Campus (White Bear Lake)

FTE: 1.0

Expected Starting Date: ASAP


Nature of Work:

Incumbents are responsible for providing support to students with problems in learning, behavior, and/or family; and advising parents, teachers, and staff regarding intervention, prevention or related education strategies. Responsibilities may include: evaluating students by collecting and reviewing data, conducting assessment, and interviewing students, parents or teachers; developing and revising individualized education and behavior improvement plans; providing recommendations, consultation and trainings to families, teachers, and other staff; teaching social or other skills individually or in small groups; and preparing a variety of reports, documents, and correspondence.

Typical Class Responsibilities:


- Performs psychological evaluations that include: interviewing students, parents or teachers; conducting assessments; determining eligibility for special education; interpreting information; and sharing results.
- Prepares documentation, reports, and/or other correspondence including assessment protocols, evaluation reports, special education need statements, treatment notes, progress reports, and other related paperwork.
- Coordinates the collection of data; collaborates in the development of student support plans; evaluates the methods of assessment and student progress; and collaborates with teams on interventions and training.
- Collaborates, facilitates, and attends meetings with administrators, teachers, staff, related service providers, families, and others to coordinate and provide services.
- Performs other duties of a similar nature or level.

Training and Experience Requirements:

Requires the completion of a graduate program in School Psychology, licensed or able to obtain a license from the Minnesota Professional Educators Licensing and Standards Board (PELSB) as a School Psychologist, and two years of related experience.

Knowledge Requirements:

- Psychological theory;
- Psychological testing methods;
- Medical disorders;
- Standards of care for psychological problems and presenting problems;
- Treatment strategies and modalities;
- Child development and learning;
- Student behavior strategies and interventions;
- Crisis intervention strategies and techniques;
- Effective teaching strategies;
- Applying local, state, and federal laws, rules, and regulations;
- Recordkeeping principles;
- Computers and related software applications.

Skill Requirements:

- Evaluating, screening and assessing children and students’ behavior;
- Using, administering, scoring, and interpreting psychological tests;
- Assessing competency;
- Recognizing symptoms, signs, and side effects of mental illness;
- Directing and focusing therapy to address identified problem(s);
- Intervening in crises;
- Conducting research;
- Maintaining confidentiality;
- Applying local, state, and federal laws, rules, and regulations;
- Preparing and maintaining records and reports;
- Operating a computer and applicable software applications;
- Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.


Physical Requirements:

Positions in this class typically require: reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.
Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Walking and standing are required only occasionally.



Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Teaching Licenses:

Career and Technical Education:

Special Education:

Administrative and Other Roles:

School Psychologist

Position 3:

School Social Workers - 2 positions

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Position Title: School Social Worker

Current Open Locations: Quora Secondary School

FTE: 1.0

Expected Starting Date: ASAP

Nature of Work:

Incumbents provide support services to current and prospective students. Responsibilities may include educating staff in trauma informed strategies; responding to student behavioral crises; monitoring student progress toward IEP goals; performing assessments; and developing restorative plans.

Typical Class Responsibilities:

- Develops and implements behavioral and crisis interventions; administers and analyzes student needs assessments; conducts interviews with students, family, and school staff; conducts observations; creates related plans of action to meet the individual needs of students; collaborates with staff, families, outside agencies, and others in the management and support of interventions.
- Plans and conducts individualized sessions with students to develop, teach, and implement social and emotional support tools; discuss prevention, problem solving techniques, academics, peer relations, and issues creating barriers for their academic success; and reviews progress.
- Evaluates and makes referrals to outside providers, community resources, social services, and other programs; and collaborates and communicates with school staff, students, families, and outside resources.
- Collaborates, facilitates, and attends meetings with administrators, teachers, staff, related service providers, families, TAP services, McKinney Vento liaisons and others to coordinate and provide services; and educates and trains staff on related topics including trauma informed strategies.
- Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
- Monitors attendance and truancy issues; communicates truancy issues to guardians; and contacts applicable external agencies and resources as necessary.
- Performs other duties of a similar nature or level.

Functional Class Responsibilities:

- Provides individual and group support to students and their families.
- Identifies factors in a child's home, school, and community that affect his/her success in learning. Helps school personnel to better understand how factors such as family, culture, socioeconomic status, and physical and mental health can affect students' performance and behavior.
- Serves as a resource to building staff regarding identification and reporting of student abuse/neglect.
- Serves as McKinney Vento and Fostering Connections liaison in collaboration with other district staff.
- Consults and collaborates with community agencies and mental health professionals.
- Provides service coordination for students and families requiring multiple services or resources.
-Develops prevention and intervention programs to address violence, teen pregnancy, drug and alcohol abuse, and harassment.
- Provides parent education, training, and resources.
- Participates in policy development and on committees addressing issues such as discipline, attendance, mandatory reporting, and school climate.

Training and Experience Requirements:

Bachelor's Degree in Social Work or related field; one to three years related experience. Licensed through the Minnesota Board of Social Work as a Licensed Social Worker. Licensed or able to obtain a license from the Professional Educator Licensing and Standards Board as a School Social Worker.

Preferred Qualifications:

Master's Degree in Social Work or related filed; five years related experience. Certified or working towards certification as a LICSW. Experience working in a school setting; multi-age training and experience with high school and at-promise students; cultural competency; background in behavior disorders and mental health; DSM and Diagnostic; understanding of special education due process, familiarity working with county systems to connect resources to individuals; and third party billing.

Knowledge Requirements:

- Social work principles and techniques;
- Human behavior in the social environment;
- High academic standards;
- Knowledge and understanding of current instructional theory and practice;
- Crisis intervention strategies and techniques;
- Problem solving techniques;
- Community resources;
- Case management principles and practices;
- Child development and learning;
- Applicable local, state, and federal laws, rules, and regulations;
- Recordkeeping principles;
- Computers and related software applications.

Skill Requirements:

- Effecitve collaboration;
- Conducting interventions and assessments;
- Providing counseling services;
- Managing crises;
- Identifying and resolving problems;
- Applying local, state, and federal laws, rules, and regulations;
- Preparing and maintaining records and reports;
- Operating a computer and applicable software applications;
- Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

Physical Requirements:

Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Teaching Licenses:

Career and Technical Education:

Special Education:

Administrative and Other Roles:

School Social Worker

Position 4:

Speech and Language Pathologist

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Position Title: Speech Language Pathologist

Assignment: Related Services - North Park Elementary (Columbia Heights School District)

FTE: 1.0

Hours: Monday - Friday, 7:30 AM - 3:30 PM

Expected Starting Date: ASAP


Nature of Work:

Incumbents are responsible for providing clinical and educational service to students with communication disorders, and providing consultation to families, teachers and other staff. Responsibilities may include: conducting communication screenings, assessments and evaluations for students and analyzing test results; providing treatment to students with communication disorders using various tools, techniques or strategies; providing direct or indirect services in alignment with IEP's; providing recommendations, consultation and trainings to families, teachers and other staff; and preparing a variety of reports, documents and correspondence.

Typical Class Responsibilities:

- Performs IEP (Individualized Education Program) evaluations regarding language, speech, voice, cognitive-communication, and related disorders, which includes: administering testing; interpreting results; providing integrated description of client, including diagnosis; and creating and implementing solutions in a classroom setting.
- Manages cases which includes conducting observations, preparing for treatments, and consulting with individuals, families, groups, or staff regarding cases and monitoring case progress.
- Prepares clinical documentation, reports, and/or correspondence, which includes: treatment plans; progress notes; treatment reviews; clinical charts; third party insurance billing; and, other related paperwork.
- Supports classroom staff members on speech-related topic areas.
- Performs other duties of a similar nature or level.

Training and Experience Requirements:

Requires a minimum of a Master's degree in Speech Language Pathology or Communication Disorders. Licensed or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board as a Speech/Language Pathologist. ASHA Certificate of Clinical Competency (C's) or the ability to obtain. Related practicum experience.

Preferred Requirements:

Knowledge of Augmentative and Alternative Communication (AAC) preferred.

Knowledge Requirements:

- Speech pathology diagnostic categories and differential diagnosis;
- Speech pathology testing administration and methods;
- Medical disorders;
- Standards of care for speech problems and presenting problems;
- Speech pathology theory;
- Treatment strategies and modalities;
- IEP goals and objectives to meet educational needs;
- Training strategies;
- Recordkeeping and case management principles;
- Applicable technologies;
- Computers and related software applications.

Skill Requirements:

- Conducting pathology assessments;
- Recognizing symptoms, signs and side effects of speech problems;
- Directing and focusing therapy to address identified problem(s);
- Working with a diverse population with multiple speech problems;
- Using, administering, scoring, and interpreting speech pathology assessments;
- Writing IEP goals and objectives to meet educational needs;
- Planning and implementing treatment lesson;
- Training and educating staff and parents about speech therapy and related topics;
- Updating and monitoring applicable technology;
- Using computers and related software applications;
- Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

Physical Requirements:

Positions in this class typically require: reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing and repetitive motions.

Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Walking and standing are required only occasionally.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Teaching Licenses:

Career and Technical Education:

Special Education:

Administrative and Other Roles:

Speech-Language Pathologist

Position 5:

Behavior Analyst

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Position Title: Behavior Analyst

Assignment: Quora Secondary School

FTE: 1.0 (Monday-Friday, 7:30 am – 3:30 pm)

Expected Starting Date: ASAP



Nature of Work:

Incumbents are responsible for consulting with staff to plan strategies for, and ensure standardization of, managing student behavior. Responsibilities may include developing standard policies and practices related to functional behavior assessments; collaborating with staff and parents to improve student behavior, achievement, and engagement; observing students and assessing behavior; and training staff in the implementation of behavior management practices.

Typical Class Responsibilities:

- Develops standardized procedures related to Functional Behavior Assessments, restraint, seclusion, and other behavioral management areas for the District; and prepares a standards packet for use across the District.
- Administers and analyzes student needs assessments; conducts observations; and collaboratively creates plans of action to meet the individual needs of students.
- Collaborates, facilitates, and attends meetings with administrators, teachers, staff, families, community resources, social workers, and others to coordinate and provide behavioral support services to students.
- Conducts research to identify appropriate professional development materials and training; collaborates in the development of associated materials; and provides training to staff.
- Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
- Performs other duties of a similar nature or level.

Minimum Requirements:

Requires a minimum of a master's degree in Education or closely related field and three years of related work experience and certification as a Board Certified Behavior Analyst.

Knowledge Requirements:

- Human behavior in the social environment;
- Behavioral assessment strategies and techniques;
- Problem solving techniques;
- Community resources;
- Case management principles and practices;
- Child development and learning;
- Applicable local, state, and federal laws, rules, and regulations;
- Recordkeeping principles;
- Computers and related software applications.

Skill Requirements:

- Conducting behavioral assessments;
- Identifying and resolving problems;
- Applying local, state, and federal laws, rules, and regulations;
- Preparing and maintaining records and reports;
- Operating a computer and applicable software applications;
- Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

Phsyical Requirements:

Positions in this class typically require: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.


Special Education Profile:

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District's mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.

Our highly structured, safe learning environments share these characteristics:

- Classrooms of 4-10 students supported by 1-4 trained education assistants.
- Behavior management support, on-site mental health professionals, due process and curriculum support staff.
- In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation

Teaching Licenses:

Career and Technical Education:

Special Education:

Administrative and Other Roles:

Contact Information

Choua

Vang

HR Generalist

651-415-5653

Northeast Metro 916 Intermediate School District

2540 County Road F East

White Bear Lake

Minnesota

55110

United States