Coordinator, Positive Behavior Support

Minneapolis Public Schools; Minneapolis (MN); On-site; USD 74,000 - 92,000; Full time

Benefits offered by this job

Dental insurance

Health insurance

Vision insurance

Paid time off

HSA & FSA

Retirement plan

Job summary

Minneapolis Public Schools seeks a Coordinator of Positive Behavior Support to help implement school-wide engagement and positive behavior support for American Indian students in special education. The role emphasizes collaboration with the Special Education Department and district teams to reduce suspensions and improve student outcomes.

This exempt, full-time position requires a Bachelor’s Degree in Education and at least two years of program management experience in a K-12 setting.

Qualifications

• Bachelor’s Degree in Education or related field; two years of program management experience in a K-12 educational environment.
• Knowledge of administrative techniques for service delivery programs.
• Program management principles including goal setting, implementation and evaluation.
• Developing teams, motivating employees and managing in a team environment.
• State and Federal laws, statutes, rules and regulations governing activities.

Responsibilities

• Develops and implements a comprehensive system for school-wide engagement and positive behavior support practices.
• Attends and supports working groups to support schools.
• Works with American Indian students receiving special education on reducing out-of-school time.
• Supports staff in implementing behavior interventions and reducing suspensions.
• Manages project timelines, progress reports and stakeholder communications.

Skills

Training others

Program management

Communication

Team leadership

Education

Bachelor's Degree in Education

Job description

Select how often (in days) to receive an alert:

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

Job Title:Coordinator, Positive Behavior Support and Requisition ID number:104904

Close Date:No established closing date; open until filled

Organizational Unit:Special Ed Program 4 (10000194)

Site:Davis Center (0001)

FTE:1.0; this is based on full-time equivalency with 1.0 being full time

Union:AMP(42)

Functional Area:Administrative

Salary Range: $73,617 - $91,937

Benefits: Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

****************************************************************************************

SUMMARY

Under general supervision of the Special Education Department, assists Districtstaff in creating and implementing positive school-wide engagement practices and a climate ofaccepted behavioral expectations in schools for American Indian students receiving specialeducation services.

ESSENTIAL FUNCTIONS

Essential functions, as defined under the Americans withDisabilities Act, may include any of the following representative duties, knowledge, and skills.This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and dutiesperformed by incumbents of this class. Employees are required to be in attendance andprepared to begin work at their assigned work location on the specified days and hours. Factorssuch as regular attendance at the job are not routinely listed in job descriptions, but are anessential function.

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

• Develops and implements and supports schools using a comprehensive system for school-wide engagement and positive behavior support practices, specifically for American Indian students receiving special education services
• Attends and supports working group among Special Education, American IndianEducation, MTSS, Equity & School Climate and the district behavioral team to supportschools.
• Works directly with American Indian students receiving special education on reducingout of school time.
• Supporting behavior interventions and supporting school staff tosupport students with 2 or more suspensions.
• Coordinates school engagement and positive behavior support practices, and otherprofessional development and services to school sites in the service of reducingsuspensions, and expulsions of students receiving Special Education services.
• Leads research and vetting of various Response to Intervention (including, but notlimited to the Levels of Behavior, Intervention and Responses) and Restorative Practiceservice delivery models designed to support development of productive learningbehaviors; supports schools in implementing district-wide policies.
• Coordinates the development and promotion of performance management, processimprovement, change management, communications skills, and other peopledevelopment initiatives to support strategic goals and promote improved results in theorganization; assists in identifying key metrics to track and evaluate progress andoperational impacts of Behavior Standards Policy implementation.
• Uses student data systems to analyze, modify and improve the work of reducingsuspensions.
• Provides service consultation and technical assistance to schools to include planning,modeling, and coteaching/facilitating, as needed.
• Trains and provides ongoing professional development and support to staff in school andfamily engagement and positive behavior support practices.
• Creates and presents information for the Board, the Cabinet, and to other groups asnecessary.
• Develops and maintains partnerships with community leaders and organizations; attendsrelevant discussion group/meetings related to youth issues, school engagement, andservices for youth and families.
• Manages project expectations with team members and other stakeholders; identifies andresolves issues and conflicts with clients.
• Develops and delivers progress reports, proposals, requirement documentation, andpresentations.
• Plans and schedules project timelines and milestones and deliverables; managespecial projects as they are assigned.
• Works independently, and makes appropriate decisions based on work experience.
• Demonstrates courteous and cooperative behavior when interacting with students,clients, visitors, and MPS staff; acts in a manner that promotes a harmonious andeffective workplace environment
• Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
• Maintains absolute confidentiality of work-related issues, records and MPS information.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Bachelor’sDegree in Education, or related field; AND two (2) years of program management experience ina K-12 educational environment; OR an equivalent combination of education, training andexperience as determined by Human Resources.

Knowledge of:

• Principles, practices, and administrative techniques for service delivery programs.
• Program management principles and practices, including goal setting, programdevelopment, implementation and evaluation.
• Principles and practices of developing teams, motivating employees and managing in ateam environment.
• Computer applications related to the work.
• Standard office practices and procedures, including filing and the operation of standardoffice equipment.
• Techniques for understanding and effectively communicating with individuals of variouscultures.
• Minneapolis Public Schools policies and regulations.
• State and Federal laws, statutes, rules, codes and regulations governing activities.
• Techniques and practices for efficient and cost effective management of resources.

Skill in:

• Training others in program concepts.
• Planning, monitoring and evaluating program goals and objectives and service deliveryeffectiveness.
• Identifying programmatic and operational problems, investigating and evaluatingalternatives and implementing effective solutions.
• Understanding, applying and explaining applicable laws, codes and regulations.Preparing clear and concise reports, correspondence and other written materials.
• Using initiative and independent judgment within general policy guidelines.
• Contributing effectively to the accomplishment of team or work unit goals, objectives andactivities.
• Establishing and maintaining effective working relationships with a variety of individualsfrom various socioeconomic, ethnic and cultural backgrounds.
• Making public presentations to large and small groups. Assessing and prioritizingmultiple tasks, projects and demands.
• Communicating effectively verbally and in writing.

LICENSE AND CERTIFICATION REQUIREMENTS:

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standardoffice environment which requires occasionally lifting such articles as file boxes with help fromothers and/or lifting and carrying light objects frequently. A job in this category may requirewalking or standing to a significant degree or may involve sitting most of the time with longperiods of computer work, heavy phone usage, and ability to lift and move items weighing up to20 pounds.

ORGANIZATIONAL INFORMATION

Bargaining Unit: AMP

Grade: 59

FLSA Status: Exempt

****************************************************************************************

Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.