Job description

Position Title: Professional Learning Specialist- MTSS Behavior & Math Reports to: Director of Teaching & Learning Salary Range: DOE Schedule: 210-day educator contract; Monday-Friday; 8:00am-4:30pm Benefits: Eligible for benefits currently offered by the employer. FLSA Status: Exempt Location: SEEC Fargo Office The Professional Learning Specialist - MTSS Behavior & Math - will play a crucial leadership role in supporting schools by providing training, coaching, coordination, and technical assistance on multi-tiered systems of support (MTSS). This position will focus on positive behavior intervention supports and highly effective mathematics instruction and supports, aiming to enhance student outcomes through evidence-based practices. The Professional LearningSpecialist will collaborate with school staff to develop, implement, and monitor effective MTSS frameworks, ensuring that all students receive the appropriate level of support to succeed academically, behaviorally, socially and emotionally. The Professional Learning Specialist will work in close collaboration with the SEEC Teaching & Learning team, NDMTSS State Leadership Team, school leadership teams, administrators, and staff of special education units and schools within the SEEC with a major focus on supporting systems that support positive student behavioral, academic, and social emotional outcomes. This specialist will provide coordination, professional development, coaching, and leadership as needed to support the goals of the NDMTSS, SEEC, and member schools. Essential Duties And Responsibilities 35% Program Management - NDMTSS Behavior Specialist Behavioral Expertise And Support • Design, develop, and coordinate professional development programs and services. • Use behavioral expertise to support and coach classroom teachers related to Tier 1, Tier 2, and Tier 3 positive behavioral interventions or strategies for students. • Provide leadership and training for schools in the use of behavioral data and fidelity measures to make informed decisions • Facilitate school and/or regional team-based training or meetings to help design and implement positive support behavioral plans. • Promote and maintain positive relationships with multiple school districts, special education units and regional education associations. • Assists in determining schools' needs and priorities for programs and services. • Collaborates with others across the agency to develop programs and services that have the greatest chance of driving change and impact aligned with agency and school goals. • Assist staff in defining and measuring targeted behavior for complex students. • Provide leadership and training for schools in the use of behavioral data and fidelity measures to make informed decisions. • Facilitate school and/or regional team-based training or meetings to help design and implement positive support behavioral plans. • Develop and implement behavior intervention plans. • Understand and utilize behavior assessment and data collection methods. • Train and coach staff on positive behavior support strategies. 35% Program Management - NDMTSS Math Specialist Mathematics Expertise And Support • Use mathematics expertise to support and coach elementary and middle school classroom teachers related to Tier 1, Tier 2, and Tier 3 instruction and intervention strategies for students. • Communicate a strong knowledge of evidence-based practices, standards-based instruction, curriculum development, and formative assessment practices. • Ability to analyze student data to inform instruction and intervention at all tiers. • Skills in designing and delivering professional development in mathematics education. • Support educators in developing and implementing targeted (Tier 2) and intensive (Tier 3) interventions for students who require additional support. • Proficiency in using data to determine effective instructional matches and to monitor student progress. • Utilize excellent communication and collaboration skills with all stakeholders 20% NDMTSS Implementation Supports Professional Development And Program Management • Assists in creating the vision and determining statewide needs and priorities for NDMTSS programs and services. • Collaborates with various stakeholders to design, develop, and coordinate effective professional development programs and services. • Promote and maintain positive relationships with multiple school districts, special education units, and regional education associations. • Assist in determining schools' needs and priorities for programs and services. • Collaborate with others across the agency to develop programs and services that have the greatest chance of driving change and impact aligned with agency and school goals. • Track daily/weekly activities/metrics and manage assignments and resources for greatest impact and efficiency. • Generate and publish required/requested reports, documents, forecasts, and special reports. • NDMTSS Training and Professional Development: • Design and deliver professional development sessions on MTSS, positive behavior supports, and effective mathematics instruction & interventions. • Provide ongoing coaching and support to school staff to ensure effective implementation of NDMTSS practices. • Develop training materials and resources to support the professional growth of educators. • Implementation and Monitoring: • Assist schools in the development and implementation of NDMTSS frameworks tailored to their specific needs. • Monitor the fidelity of MTSS implementation and provide feedback to school staff. • Use data to evaluate the effectiveness of interventions and make recommendations for improvement. • Collaboration and Consultation: • Work collaboratively with school administrators, teachers, and support staff to build capacity for MTSS. • Serve as a consultant to schools on best practices for positive behavior supports and mathematics interventions. • Facilitate team meetings and discussions to address challenges and share successes. • Data Analysis and Reporting: • Collect and analyze data related to student behavior and academic performance. • Prepare reports and presentations to communicate findings and progress to stakeholders. • Use data to inform decision-making and guide the continuous improvement of MTSS practices. • Resource Development: • Develop and curate resources, tools, and materials to support MTSS implementation. • Stay current with research and best practices in MTSS, positive behavior supports, and mathematics instruction & interventions. • Share relevant resources and information with school staff to enhance their practice. 5% Professional Development • Build and extend own knowledge through a variety of formal and informal professional learning activities identified in conjunction with annual goals • Document ongoing engagement each year of professional development including but not limited to: webinars, training classes, and other professional development activities. ESSENTIAL SKILLS, EXPERIENCE AND EXPERTISE Experience • Education: B.S., B.A. in Education or closely related field and a current teaching license. Master’s degree preferred along with the current teaching license. • Minimum of five years of successful classroom teaching experience - math. • Three to five years of experience as an instructional coach or behavior coach. • Proven experience in developing and implementing behavior intervention plans. • Experience in teaching elementary-level mathematics and implementing Tier 1, Tier 2, and Tier 3 instructional strategies. • Experience in developing and implementing targeted (Tier 2) and intensive (Tier 3) interventions for students who require additional support. Skills • Strong understanding of Multi-tiered Systems of Support (MTSS) • Strong understanding of mathematics and behavior assessment and data collection methods. • Proficiency in using data to determine effective instructional matches and to monitor student progress. • Strong knowledge of evidence-based practices in mathematics and behavior instruction and intervention. • Familiarity with standards-based curriculum and formative assessment practices. • Ability to analyze student data to inform instruction and intervention at all tiers. • Skills in designing and delivering professional development in both behavior and mathematics education. • Excellent communication and interpersonal skills to collaborate effectively with school staff, families, and other stakeholders. • Ability to train and coach staff on positive behavior support strategies and effective mathematics instruction. • Strong organizational and project management skills. • Ability to work collaboratively with school administrators, teachers, and support staff to build capacity for MTSS. • Proficiency in developing and curating resources, tools, and materials to support MTSS implementation. • Ability to stay current with research and best practices in MTSS, positive behavior supports, and mathematics instruction & interventions. Qualifications • Action oriented, entrepreneurial, and innovative approach to service delivery. • Interpersonal and Communication Skills: Requires excellent customer service and interpersonal communication skills. Able to effectively collaborate with diverse groups and develop high performing teams; yet smoothly manages individual and group conflicts. Handles last minute pressure and keeps calm when faced with competing demands and priorities. • Attention to Detail / Organization and Short/Long Range Planning: Excellent skills required. • Confidentially: Requires proper protection, handling, storage and disposal of confidential and personally identifiable information (PII). • Math Skills: Highly proficient at addition, subtraction, multiplication, division, percentages, fractions and basic descriptive statistics. • Financial Management and Analysis: Able to develop, track, analyze and explain budgets, expenses and variances. • Presentations / Speaking skills: Can develop and deliver effective small and large group presentations to a variety of stakeholders. • Reading and Writing Skills: College Level: Requires analysis, synthesis and evaluation skills in a variety of areas per Bloom’s taxonomy. • Driver’s License: Required. • Use of software and office equipment: Ability to use smart phones and tablets, cloud based and internet apps, standard office equipment (copier, fax etc), computers, Microsoft office, other specialized software and the internet. Working knowledge of Word, Excel and PowerPoint to create and alter documentations, forms, presentations and graphs. Able to retrieve / store documents on computer (desktop/laptop), shared site or on cloud-based service. PHYSICAL DEMANDS AND WORK ENVIRONMENT • Interaction levels with others: Requires high levels of interactions with others internal and external to the agency. • Position requires travel within service area, within North Dakota and beyond as needed to fulfill job goals. If not traveling, work location is in the Fargo SEEC office. • Ability to work under pressure and deadlines while maintaining professional demeanor. • Sit / Stand / Walk / Stoop: Up to 8-10 hours a day for each activity individually or combined. • Use of Phone/ Computer /Software / Office Equipment: Up to 8-10 hours a day for each activity individually or combined. • Climb / Pull / Lift: Up to 8-10 hours a day for each activity individually or combined. Move and lift up to 25 pounds. • Temperatures ranges for work environment: Mostly a typical office environment with temperatures of 60-85°F, but can experience temperatures from -40 °F to 110°F when performing tasks outside of office. • Noise: Noise levels reflect typical office environment and may require hearing protection when using certain equipment or entering certain areas. • Hazardous Conditions or Chemicals Exposure: Exposure to small quantities of hazardous chemicals found in office supplies such as toner, glues, etc. SPECIAL POSITION REQURIEMENTS • Travel: Some overnight travel required. Potential of 35% travel primarily in North Dakota. • Clothing: Professional attire that creates positive impression on staff, stakeholders, Board Members and funding or partner organizations. • Pass background check. • **************************************************************************************************************** The South East Education Cooperative is an Equal Opportunity Employer who fully and actively supports equal access for all people regardless of race, color, religion, national origin, sex, age, veteran status, disability, genetic information, marital status, public assistance status, sexual orientation, gender expression/identity, or participation in lawful activity off the employer’s premises during non-working hours which is not in direct conflict with the essential business-related interests of the employer in its education/activities and employment practices. The South East Education Cooperative seeks to provide access to all its programs for those interested persons who might have differing levels of ability. This includes those with impaired vision and hearing loss. Furthermore, South East Education Cooperative's policy assures that the agency and its employees will not retaliate against any persons who file a complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint or otherwise oppose discrimination regarding these or any other OCR enforced statutes. Additionally the SEEC will discipline any individual who retaliates or takes adverse action against any person who reports alleged discrimination and/or harassment or who testifies, assists, or participates in any investigation relating to a discrimination and/or harassment complaint.

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