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Prinicpal / Special Ed Coordinator, HS - Bug O Nay Ge Shig

Posted on 2018-06-12 2:50:39 PM

Listing expires 2018-07-10 12:00:00 AM

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Position Title: High School Principal/Special Education Coordinator Supervisor: Superintendent Building: Assigned to School Complex: Grades K-12 Terms: Agreement Qualifications: The High School Principal will possess a current Minnesota Administrative Licensure; one to three years of practical experience. The individual will possess licensure to work as Special Education Coordinator as approved by the Bug O Nay Ge Shig School Board or confirm three to five years of successful experience in special education or related field. Demonstrate successful experience in working in a Tribal or Native school. Position Overview: Under the direction and supervision of the District’s Superintendent, the High School Principal serves as the head administrator of the 7th-12th grade high school complex. The High School Principal will develop and implement an effective instructional program that reflects the Cultural mission of the District; supervise the physical school plant; coordinate the school’s budget with the superintendent and the School Board; supervise and evaluate the high school staff; plan and schedule student activities; and maintain active relationships with the community and close communication with other education and support agencies. The individual will direct and manage all activities of the special education department; supervise the special education staff; coordinate and attend administrative meetings; and complete required BIE reports. The individual will assure comprehensive, quality services to children in special education, assist families in understanding the comprehensive assessments and reports, and assure that specific special education requirements are met with fidelity. The individual will show record of successful supervisory skills supported by effective communication, writing, organizational, and decision making skills. The Coordinator must be knowledgeable of Bureau of Indian Education, ESSA and Minnesota State education laws applying to the special education requirements. Prior experience in a Tribal school is preferred. Major Position Duties: High School Principal REGULAR DUTIES AND RESPONSIBILITIES: List of things to accomplish the job function: NECESSARY SKILLS, KNOWLEDGE AND ABILITIES: What you should or accomplish in the job function? Performance Standards: How will you know the job is done? STRATEGIC LEADERSHIP Provide leadership and expertise to building leadership committees. Support and communicate the school’s vision and mission as set by the District’s School Board. Supervises school operations in absence of other administrative staff members as required by the chain of command. STRATEGIC LEADERSHIP § Create conditions that result in the shared and strategic development of the school’s vision, mission, and goals in accordance with those established in the District § Create a climate of intellectual inquiry and informed opinions to challenge the school community to seek positive change by building on the Seven Grandfather’s Gifts and the community beliefs about its preferred future and high standards for all students § Act on the Seven Grandfather’s Gifts by developing strategic pathways to reach them STRATEGIC LEADERSHIP § The World’s Best Work Force Plan is implemented by administrative team as the guide for developing the work of the staff. § Facilitates the work of the school’s Site Leadership Team in order to comply with BIE and and AdvancED requirements for academic progress and to maintain and update the District’s Strategic Plan. § Facilitates school improvement strategies with administration, staff, and community to include strategic planning, policies, and afterschool programs. § Establishes a shared understanding of the school’s vision, mission, and goals. § Challenges the status quo based upon effective and consistent principal leadership. § School community actively engages in implementation of the school’s strategic plan. § Attends special events to recognize student achievements in learning, sports, and community. INSTRUCTIONAL LEADERSHIP Monitors students’ achievement and teacher effectiveness in targeted services programming and summer school, family engagement, and community education opportunities. Facilitates appropriate professional training for building, departments, and/or grade levels to successfully implement standards, teaching strategies, and assessments. Collaborates with the superintendent on the evaluation of curriculum, support and enrichment programs. Encourages and supports development of culture and language based instruction through coaching and modeling for staff. INSTRUCTIONAL LEADERSHIP § Assists with the implementation of the staff evaluation program and improvement of instruction to ensure maximum educational benefits for students § Compiles, interprets and distributes formative and summative data to assess needs and progress of students and inform curriculum and instruction decisions § Possesses knowledge about best practice in curriculum development and implementation , emerging pedagogy and consistently refreshes knowledge and professional practice through on going professional development § Promotes integration of technology, common core, and project based learning § Promulgates effective lesson planning and strategic application of planning content § Creates structures within the school to hold all learners to high standards and promote exceptional achievement for all students § Facilitates the development, maintenance and use of information systems and records to track progress on school performance objectives and curriculum indicators INSTRUCTIONAL LEADERSHIP § Sets high expectations for codified instruction and planning evident in student growth and success reports as demonstrated on state assessments, NWEA reports, and student report cards. § Requires staff to use assessment data in planning classroom activities in order to analyze student needs and progress. § Remains current with research and best practices relative to instruction, professional development, and evaluation. § Professional learning for teachers scheduled to develop awareness of current best practices and is available to 95% of staff. § Use of technology and project based learning is evident in K-12 classrooms. § Reviews lesson plans weekly. § Completes federal and state by due dates. Cultural Program Development Applies knowledge of Leech Lake Nation culture, community and diversity to all aspects of the school operations. Engages in efforts to improve school culture and climate. Maintains school environment that is productive, safe, and student focused. Encourages and supports development of culture and language based instruction through coaching and modeling for staff. § Understands the important role of culture as a contributor to student and school success § Honors the positive traditions, artifacts, symbols, values, and norms of the school and community that result a sense of identity and pride upon which a productive future is built § Understands the school and its people, how they came to their current state, and how to connect with their traditions to move them forward to support the school’s efforts to achieve individual and collective goals § Help to build a strong and positive sense of community in the school § Demonstrates ability to work closely and effectively with Elders and adult Ojibwe language students § Monitors student achievement in Ojibwemowin language development and academic achievement § Culture is evident as a support for school and student success. § Sets native traditions as the foundations for the positive school culture. § Assists students’ understanding of how Leech Lake and the Ojibwe people contributed to the success of its people. § Provides support to promote understanding of the school community and the Ojibwe culture. § Communicates purposefully with internal and external stakeholders § Supervises the development of the Exposition Gallery to assure community use. STUDENT MANAGEMENT Oversees enrollment, registration, and program information for high school students. Supervises reporting and monitoring of student attendance. Implements student behavior procedures and policies. § Works with Dean of Students and truancy specialist to address student concerns and referrals to Attendance Committee, Case Management, and external agencies § Monitors referrals made to other staff members, student support committees, and external agencies as required to assure student success. § School rules are known to students and uniformly implemented as appropriate to grade and student need § Participates in student interviews for students applying to enroll in grades 9-12 and reviews special education IEPs prior to final admittance approval by Bug O Nay Ge Shig review team § Directs staff and sets quarterly schedules to ensure student supervision during the school day, on school trips, and during school related activities. § Analyzes discipline and behavior data and completes reports to superintendent and School Board as requested. § Implements Restorative Justice and student accountability plan with cultural intervention strategies in support of student growth and progress. § Conducts parent conferences with students, support staff, and agencies. § Attends Attendance Review Team (ART) in order to assure consistent student attendance in support of student success. Major Position Duties: SPECIAL EDUCATION COORDINATOR REGULAR DUTIES AND RESPONSIBILITIES: List of things to accomplish the job function: Implements Special Education Program Serves as the District’s liaison in all matters concerning Special Education NECESSARY SKILLS, KNOWLEDGE AND ABILITIES: What you should accomplish in the job function? § Develops and implements a comprehensive culturally-based special education program K-12 § Plans, organizes, and supervises the school’s special education programs § Directs special education services for all students with disabilities and ensures that students have access to the school’s core curriculum and programs § Analyzes and evaluates special education programs and operational needs § Demonstrates knowledge of current principles, legal requirements, and practices in special education § Demonstrates ability to conduct research, analyze data, and develop appropriate programming to meet student needs § Presents instruction principles and practices or strategies to benefit students and assures evaluation and goal outcomes § Knows Federal (ESSA), BIE policies and protocols related to effective special education program implementation § Provides for an effective program of staff evaluation of both certified and classified personnel for purposes of improving staff effectiveness § Oversees and directs special education staff assignments in order to maximize identified resources to meet student needs § Reviews special education program processes and procedures § Collaborates with school committees to assure appropriate support to students with disabilities § Maintains accurate database and files of former and current students served in special education § Maintains inventory of equipment available to students with disabilities and equipment and materials purchased by the District for special education Performance Standards: How will you know the job is done? § Policies, special education program goals, and objectives are identified and aligned with the District’s strategic plan and school wide goals. § Conducts needs assessment annually to identify and define operational needs and programming for special education students. § Makes decisions and projections based on needs assessment and attendance information. § Shares instructional strategies that will assist students to meet annual goals at special education meetings or by conferences with teachers. § Utilizes the Charlotte Danielson Protocol to conduct three evaluations of special education staff annually. § Conducts review of special education procedures as specific to Bug O Nay Ge Shig School (notice to staff regarding caseloads; special education schedules and meetings). § Meets with School Wellness Assistance Team (SWAT) to assist with programming for students with disabilities when requested to do so. § Assures that District files are managed and stored in the records building for use. § Records of equipment and materials purchased for special education use are updated annually by special education staff § Attends and contributes to IEP and SWAT meetings. § Establishes and facilitates the special education parent involvement plan. PROVIDES ADMINISTRATIVE LEADERSHIP § Provides supervision to special education programs and contracted services § Provides development, preparation, and oversight to special education budget and programs § Assists in obtaining maximum revenue for the special education program § Shows knowledge of school board by-laws and procedures and Tribal policies; applicable state laws, rules and regulations as related to special education services and programming § Communicates with other administrators, staff, and outside agencies to determine needs, coordinate activities and programs, and resolve issues to exchange information § Plans, implements, and facilitates professional development/in-services for school staff assigned the responsibility of delivering and overseeing the special education services § Prepares concise, comprehensive special education reports and related information § Monitors compliance with Federal, Tribal, School Board policies § Assists Human Resources with screening personnel application materials for special education interviews as needed. § Ensures all IEP procedures and documents are securely maintained, accurate and complete prior to placement of a student in the SPED program § Works collaboratively with the school’s business manager to evaluate programs and special program availability. § Controls and authorizes expenditures according to established funding limits; prepares cost estimates on activities and proposed projects. § Schedules training for special education staff annually in order to comply with current laws and updates. § Provides updates on legislative policy changes and provides assistance to superintendent to make appropriate decisions for special education program. § Recommends modifications to programs in order to ensure cost containment and effective budget management. § Schedules training for special education staff annually in order to comply with current laws and updates. § Advises superintendent, business manager, and transportation director of regulations related to special law. § Ensures that special education teachers attend school’s staff development training as scheduled. § Completes reports at scheduled administrative meetings and school board meetings as requested. § Participates in interviews and selection recommendations for new special education staff. ENGAGES IN PROFESSIONAL DEVELOPMENT OPPORTUNITIES § Participates in special education director’s training as available through BIE or at the state level § Attends special education conferences every two years in order to know current law and trends and to update District programs and activities. Performs other duties as assigned. § Serves as mandated reporter § Attends Tribal, state, and District meetings when requested to do so to share information and program updates. § Attends monthly school board meeting and as superintendent’s designee when required.

Position Title:          High School Principal/Special Education Coordinator

Supervisor:              Superintendent

Building:                   Assigned to School Complex: Grades K-12

Terms:                      Agreement

Qualifications:        The High School Principal will possess a current Minnesota Administrative Licensure; one to three years of practical experience. The individual will possess licensure to work as Special Education Coordinator as approved by the Bug O Nay Ge Shig School Board or confirm three to five years of successful experience in special education or related field. Demonstrate successful experience in working in a Tribal or Native school.

Position Overview: Under the direction and supervision of the District’s Superintendent, the High School Principal serves as the head administrator of the 7th-12th grade high school complex. The High School Principal will develop and implement an effective instructional program that reflects the Cultural mission of the District; supervise the physical school plant; coordinate the school’s budget with the superintendent and the School Board; supervise and evaluate the high school staff; plan and schedule student activities; and maintain active relationships with the community and close communication with other education and support agencies. The individual will direct and manage all activities of the special education department; supervise the special education staff; coordinate and attend administrative meetings;  and complete required BIE reports.  The individual will assure comprehensive, quality services to children in special education, assist families in understanding the comprehensive assessments and reports, and assure that specific special education requirements are met with fidelity.   The individual will show record of successful supervisory skills supported by effective communication, writing, organizational, and decision making skills.  The Coordinator must be knowledgeable of Bureau of Indian Education, ESSA  and Minnesota State education laws applying to the special education requirements. Prior experience in a Tribal school is preferred.

 

 

 

Major Position Duties:  High School Principal

REGULAR DUTIES AND RESPONSIBILITIES:

List of things to accomplish the job function:

NECESSARY SKILLS, KNOWLEDGE AND ABILITIES: What you should or accomplish in the job function?

Performance Standards:

How will you know the job is done?

STRATEGIC LEADERSHIP

Provide leadership and expertise to building leadership committees.

 

Support and communicate the school’s vision and mission as set by the District’s School Board.

 

Supervises school operations in absence of other administrative staff members as required by the chain of command.

STRATEGIC LEADERSHIP

§  Create conditions that result in the shared and strategic development of the school’s vision, mission, and goals in accordance with those established in the District

 

§  Create a climate of intellectual inquiry and informed opinions to challenge the school community to seek positive change by building on the Seven Grandfather’s Gifts and the community beliefs about its preferred future and high standards for all students

 

§  Act on the Seven Grandfather’s Gifts by developing strategic pathways to reach them

STRATEGIC LEADERSHIP

§  The World’s Best Work Force Plan is implemented by administrative team as  the guide for developing the work of the staff.

 

§  Facilitates the work of the  school’s Site Leadership Team in order to comply with BIE and and AdvancED requirements for academic progress and to maintain and update the District’s Strategic  Plan.

 

§  Facilitates school improvement strategies with administration, staff, and community to include strategic planning, policies, and afterschool programs.

 

§  Establishes a shared understanding of the school’s vision, mission, and goals.

 

§  Challenges the status quo based upon effective and consistent principal leadership.

 

§  School community actively engages in implementation of the school’s strategic plan.

 

§  Attends special events to recognize student achievements in learning, sports, and community.

INSTRUCTIONAL LEADERSHIP

 

Monitors students’ achievement and teacher effectiveness in targeted services programming and summer school, family engagement, and community education opportunities.

 

Facilitates appropriate professional training for building, departments, and/or grade levels to successfully implement standards, teaching strategies, and assessments.

 

Collaborates with the superintendent on the evaluation of curriculum, support  and enrichment programs.

 

Encourages and supports development of culture and language based instruction through coaching and modeling for staff.

INSTRUCTIONAL LEADERSHIP

 

§  Assists with the implementation of the staff evaluation program and improvement of instruction to ensure maximum educational benefits for students

 

§  Compiles, interprets and distributes formative and summative data to assess needs and progress of students and inform  curriculum and instruction decisions

 

§  Possesses knowledge about best practice in curriculum development and implementation , emerging pedagogy and consistently refreshes knowledge and professional practice through on going professional development

 

§  Promotes integration of technology, common core, and project based learning

 

§  Promulgates effective lesson planning and strategic application of planning content

 

§  Creates structures within the school to hold all learners to high standards and promote exceptional achievement for all students

 

§  Facilitates the development, maintenance and use of information systems and records to track progress on school performance objectives and curriculum indicators

 

INSTRUCTIONAL LEADERSHIP

 

§  Sets high expectations for codified instruction and planning evident in student growth and success reports as demonstrated on state assessments, NWEA reports, and student report cards.

§  Requires staff to use assessment data in planning classroom activities in order to analyze student needs and progress.

 

§  Remains current with research and best practices relative to instruction, professional development, and evaluation.

 

§  Professional learning for teachers scheduled to develop awareness of current best practices and is available to 95% of staff.

 

§  Use of technology and project based learning is evident in K-12 classrooms.

 

§  Reviews lesson plans weekly.

 

§  Completes federal and state by due dates.

Cultural Program Development

 

Applies knowledge of Leech Lake Nation culture, community and diversity to all aspects of the school operations.

 

Engages in efforts to improve school culture and climate.

 

Maintains school environment that is productive, safe, and student focused.

 

Encourages and supports development of culture and language based instruction through coaching and modeling for staff.

 

§  Understands the important role of culture as a contributor to student and school success

 

§  Honors the positive traditions, artifacts, symbols, values, and norms of the school and community that result a sense of identity and pride upon which a productive future is built

 

§  Understands the school and its people, how they came to their current state, and how to connect with their traditions to move them forward to support the school’s efforts to achieve individual and collective goals

 

§  Help to build a strong and positive sense of community in the school

 

§  Demonstrates ability to work closely and effectively with Elders and adult Ojibwe language students

 

§  Monitors student achievement in Ojibwemowin language development and academic achievement

§  Culture is evident as a support for school and student success.

 

§  Sets native traditions as the foundations for the positive school culture.

 

§  Assists students’ understanding of how Leech Lake and the Ojibwe people contributed to the success of its people.

 

§  Provides support to promote understanding of the school community and the Ojibwe culture.

 

 

§   Communicates purposefully with internal and external stakeholders

 

§  Supervises the development of the Exposition Gallery to assure community use.

 

STUDENT MANAGEMENT

 

 

Oversees enrollment, registration, and program information for high school students.

 

Supervises reporting and monitoring of student attendance.

 

Implements student behavior procedures and policies.

 

 

§  Works with Dean of Students and truancy specialist to address student concerns and referrals to Attendance Committee, Case Management, and external agencies

 

§  Monitors referrals made to other staff members, student support committees, and external agencies as required to assure student success.

 

§  School rules are known to students and uniformly implemented as appropriate to grade and student need

 

§  Participates in student interviews for students applying to enroll in grades 9-12 and reviews special education IEPs prior to final admittance approval by Bug O Nay Ge Shig review team

§  Directs staff and sets quarterly schedules to ensure student supervision during the school day, on school trips, and during school related activities.

 

§  Analyzes discipline and behavior data and completes reports to superintendent and School Board as requested.

 

§  Implements Restorative Justice and student accountability plan with cultural intervention strategies in support of student growth and progress.

 

§  Conducts parent conferences with students, support staff, and agencies.

 

§  Attends Attendance Review Team (ART) in order to assure consistent  student attendance in support of student success.

 

 

 

 

 

 

 

 

 

 

 

 

Major Position Duties: SPECIAL EDUCATION COORDINATOR

REGULAR DUTIES AND RESPONSIBILITIES:

List of things to accomplish the job function:

 

Implements Special Education Program

 

Serves as the District’s liaison in all matters concerning Special Education

NECESSARY SKILLS, KNOWLEDGE AND ABILITIES: What you should accomplish in the job function?

 

§  Develops and implements a comprehensive culturally-based special education program K-12

 

§  Plans, organizes, and supervises the school’s special education programs

 

§  Directs special education services for all students with disabilities and ensures that students have access to the school’s core curriculum and programs

 

§  Analyzes and evaluates special education programs and operational needs

 

§  Demonstrates knowledge of current principles, legal requirements, and practices in special education

 

§  Demonstrates ability to conduct research, analyze data, and develop appropriate programming to meet student needs

 

§  Presents instruction principles and practices or strategies to benefit students and assures evaluation and goal outcomes

 

§  Knows  Federal (ESSA),  BIE policies and protocols related to effective special education program implementation

 

 

 

§  Provides for an effective program of staff evaluation of both certified and classified personnel for purposes of improving staff effectiveness

 

§  Oversees and directs special education staff assignments in order to maximize identified resources to meet student needs

 

§  Reviews special education program processes and procedures

 

§  Collaborates with  school committees to assure appropriate support to students with disabilities

 

§  Maintains accurate database and files of former and current students served in special education

 

§  Maintains inventory of equipment available to students with disabilities and equipment and materials purchased by the District for special education

 

Performance Standards:  How will you know the job is done?

 

§  Policies, special education program goals, and objectives are identified and aligned with the District’s strategic plan and school wide goals.

 

§  Conducts needs assessment annually to identify and define operational needs and programming for special education students.

 

§  Makes decisions and projections based on needs assessment and attendance information.

 

§  Shares instructional strategies that will assist students to meet annual goals at special education meetings or by conferences with teachers.

 

§  Utilizes the Charlotte Danielson Protocol to conduct three evaluations of special education staff annually.

 

§  Conducts review of special education procedures as specific to Bug O Nay Ge Shig School (notice to staff regarding caseloads; special education schedules and meetings).

 

§  Meets with School Wellness Assistance Team

(SWAT) to assist with programming for students with disabilities when requested to do so.

 

§  Assures that District files are managed and stored in the records building for use.

 

§  Records of equipment and materials purchased for special education use are updated annually by special education staff

 

§  Attends and contributes to IEP and SWAT meetings.

 

§  Establishes and facilitates the special education parent involvement plan.

 

 

PROVIDES ADMINISTRATIVE LEADERSHIP

§  Provides supervision to special education programs and contracted services

 

§  Provides development, preparation, and oversight to special education budget and programs

 

§  Assists in obtaining maximum revenue for the special education program

 

§  Shows knowledge of school board by-laws and procedures and Tribal policies; applicable state laws, rules and regulations as related to special education services and  programming

 

 

§  Communicates with other administrators, staff, and outside agencies to determine needs, coordinate activities and programs, and resolve issues to exchange information

 

§  Plans, implements, and facilitates professional development/in-services for school staff assigned the responsibility of delivering and overseeing the special education services

 

§  Prepares concise, comprehensive special education reports and related information

 

§  Monitors compliance with Federal, Tribal, School Board policies

 

§  Assists Human Resources with screening personnel application materials for special education interviews as needed.

 

§  Ensures all IEP procedures and documents are securely maintained, accurate and complete prior to placement of a student in the SPED program

§  Works collaboratively with the school’s business manager to evaluate programs and special program availability.

 

§  Controls and authorizes expenditures according to established funding limits; prepares cost estimates on activities and proposed projects.

 

§  Schedules training for special education staff annually in order to comply with current laws and updates.

 

§  Provides updates on legislative policy changes and provides assistance to superintendent to make appropriate decisions for special education program.

§  Recommends modifications to programs in order to ensure cost containment and effective budget management.

 

§   Schedules training for special education staff annually in order to comply with current laws and updates.

 

§  Advises superintendent, business manager, and transportation director of regulations related to special law.

 

§  Ensures that special education teachers attend school’s staff development training as scheduled.

 

§  Completes reports at scheduled administrative meetings and school board meetings as requested.

 

§  Participates in interviews and selection recommendations for new special education staff.

 

ENGAGES IN PROFESSIONAL DEVELOPMENT OPPORTUNITIES

§  Participates in special education director’s training as available through BIE or at the state level

§  Attends special education conferences every two years in order to know current law and trends and to update District programs and activities.

Performs other duties as assigned.

§  Serves as mandated reporter

 

§  Attends Tribal, state, and District meetings when requested to do so to share information and program updates.

 

 

§  Attends monthly school board meeting  and as superintendent’s designee when required.