2026-27 Coordinator - Licensed (MNMTSS) - Office of Teaching and Learning
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Job ID
1022929
Location
065 - Como Service Center
Full/Part Time
Regular/Temporary
Regular
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General Information
GENERAL INFORMATIONSaint Paul Public Schools (SPPS) is looking to hire a full-time Coordinator - Licensed (MNMTSS) for our Office of Teaching and Learning in St. Paul, MN. We are aiming to fill this role in 2 - 4 weeks. Employees could be eligible for Medical/Dental/Vision/Pension and accrue sick and vacation time.
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.
Position Summary
The Coordinator of School Systems of Support designs, implements, and manages the Multi-Tiered Systems of Support (MTSS) framework and School Improvement processes across all grade levels and district settings. This role ensures that academic, behavioral, and social-emotional supports are effectively integrated to maximize student success and align with district and state standards.
Reporting Relationship
Report to the Executive Director, Teaching and Learning.
Minimum Qualifications
A Master¿s degree in Education, Educational Leadership, Curriculum and Instruction, Special Education, School Psychology, School Counseling, Educational Administration, or a closely related field.
Minimum of five (5) years of successful licensed educational experience, such as classroom teaching, instructional coaching, school counseling, intervention, school psychology, special education, or other comparable educational role.
Minimum of two (2) years of experience implementing, coordinating, or supporting a Multi-Tiered System of Supports (MTSS) framework, including the use of Tier 1, Tier 2, and Tier 3 academic, behavioral, and/or social-emotional supports.
Valid Minnesota teaching license.
Preferred Qualifications
Valid Minnesota Principal, Director of Special Education, Superintendent, or other appropriate Minnesota administrative license.
Experience leading or coordinating district-wide or building-level MTSS implementation and continuous school improvement initiatives.
Experience using educational data systems and data visualization tools to monitor student outcomes, implementation fidelity, and program effectiveness.
Specific training or direct experience implementing the Minnesota Department of Education's MTSS framework (MNMTSS).
Experience managing state/federal educational funding streams (e.g., Title I, ESSER) and writing or executing grant proposals.
Experience partnering with district Research, Evaluation, and Assessment (REA) departments to manage large-scale data sets and complete compliance reporting.
Experience facilitating collaborative meetings with varied stakeholder groups
Experience in Project Management
Familiarity with data and accountability measures
Knowledge of the Minnesota Department of Education Minnesota Multi-Tiered System of Supports (MNMTSS) framework, school improvement requirements, and applicable state and federal accountability systems.
Experience in workshop development and presentations for adult learners
Demonstrated success working in a diverse, urban school district with a strong commitment to educational equity, culturally responsive practices, and inclusive student support systems.
Physical and Mental Requirements
The physical and mental demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Physical Requirements
Ability to perform primarily sedentary work in an office or hybrid work environment.
Ability to exert up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently to lift, carry, push, pull, or otherwise move objects (such as laptop bags, training materials, or files).
Ability to sit for extended periods of time, with periodic standing or walking.
Ability to use a computer and standard office equipment for prolonged periods, including keyboarding, viewing monitors, and operating phones and video conferencing technology.
Ability to communicate effectively in person, by telephone, and through virtual platforms.
Correctable vision and hearing required to effectively utilize digital devices, review extensive reports, and actively engage in spoken communication during presentations and meetings.
Ability to review, prepare, and analyze documents and reports, both electronically and in printed form.
Ability to move within office, school, and district facilities to attend meetings, trainings, or presentations.
Ability to lift, carry, or move light office materials (generally up to 10 pounds) on an occasional basis.
Mental Requirements
Ability to maintain concentration, attention to detail, and analytical focus for extended periods while interpreting complex regulations, compliance metrics, and statistical data.
Ability to manage multiple, concurrent projects with tight, competing deadlines and frequent interruptions.
Ability to maintain a calm, professional demeanor and emotional resilience when managing systemic organizational change, addressing stakeholder resistance, or resolving programmatic challenges.
Ability to shift focus rapidly between high-level systemic strategy and granular operational tasks based on immediate district needs.
WORKING CONDITIONS
Work is performed primarily in a climate-controlled, standard office or school environment. Standard core business hours; however, occasional evening or weekend hours may be required to attend community events, board meetings, or complete critical reporting deadlines. Fast-paced environment with high accountability for state and district-level deliverables. Regular travel between district sites may be required; occasional travel may occur for conferences and professional development.
Knowledge, Skills, and Abilities
Deep understanding of the principles, components, and implementation tiers of the Multi-Tiered Systems of Support framework, specifically aligned with the Minnesota Department of Education (MNMTSS) guidelines.
Comprehensive knowledge of evidence-based school improvement strategies, root-cause analysis, goal setting, and evaluation methodologies.
Thorough understanding of educational data metrics, data-driven decision-making models, and data management systems used to track student growth, behavior, and academic performance.
Knowledge of instructional strategies and interventions tailored for diverse student populations, including English Language Learners (ELL) and students receiving Special Education services.
Familiarity with state and federal funding streams (such as ESSER/Title funds) and the basic principles of educational grant applications and compliance.
Ability to design, execute, scale, and monitor large-scale educational initiatives across multiple school sites and grade levels.
Skill in aggregating, analyzing, and synthesizing complex quantitative and qualitative data sets into clear, actionable reports for diverse audiences.
Exceptional skills in designing, developing, and delivering engaging professional development and training workshops for educators and administrators.
Proven ability to build consensus, facilitate cross-departmental teams, and work effectively with varied stakeholder groups (e.g., Teaching & Learning, REA, school principals).
Strong presentation and technical writing skills, with the ability to articulate complex frameworks and data compliance requirements clearly to state agencies, district leadership, and school staff.
Ability to identify systemic gaps in student support, offer innovative solutions, and strategically align resources to meet school-specific goals.
Ability to manage multiple competing priorities, take initiative, and work independently in a fast-paced, evolving district environment.
Ability to foster an inclusive, equitable, and respectful environment, ensuring that support systems are culturally responsive and accessible to all students.
Ability to provide technical assistance, coach school-based leadership teams, and drive implementation success without direct supervisory authority over site staff.
Responsibilities
The essential functions include, but are not limited to, the following fundamental duties:
MTSS & School Improvement Management
Lead MTSS Implementation:Manage the strategic planning, design, and implementation of the Multi-Tiered Systems of Support (MTSS) structure across all schools, programs, and grade levels.
Drive School Improvement:Develop and oversee school improvement processes that align with individual building goals and the Minnesota MTSS (MNMTSS) framework.
Technical & Financial Assistance:Provide targeted technical assistance to school sites, ensuring the strategic alignment of ESSER (or other designated) funds with their specific school improvement plans.
Cross-Departmental Collaboration:Partner closely with the Office of College and Career Readiness, the Office of Teaching and Learning, the Office of School Support, English Language Learners (ELL), and Specialized Services to ensure cohesive MTSS delivery.
Data Analysis & Reporting
Data Oversight:Manage comprehensive data collection systems for both MTSS and School Improvement initiatives.
Analysis & Insights:Obtain, analyze, and interpret complex student, program, and district data to evaluate system effectiveness and share actionable insights with stakeholders.
Compliance Reporting:Collaborate with the SPPS Research, Evaluation, and Assessment (REA) Department to complete required state reporting and provide mandated data to the Minnesota Department of Education (MDE).
Professional Development & Knowledge Sharing
Capacity Building:Design, develop, and facilitate high-quality professional development and workshops for district staff centered on MTSS and school improvement strategies.
Best Practice Promotion:Work alongside instructional staff to scale and share best practices locally, regionally, and nationally.
Continuous Learning:Actively participate in district meetings, workshops, and professional learning communities to stay current on systemic education trends.
Strategic Contribution & Culture
Strategic Input:Provide innovative, forward-thinking insights during team and district leadership meetings to continuously enhance student support systems.
Funding & Grants:Identify potential funding streams and assist in the preparation, writing, and application processes for relevant grant proposals.
Inclusive Culture:Actively contribute to the district¿s equity and inclusion efforts by fostering a safe, welcoming, and respectful work and learning environment.
Perform other related duties as assigned to support the goals of the Teaching and Learning department.
PAY, BENEFITS & WORK SCHEDULE This is a 12 month position working 40 hours per week. Pay range for this position is: $91,815 - $1336,228 Maximum hiring step = Step Eleven (11) The full salary schedule is listed in the Teachers contract. Salary information for this job posting can be found on the Labor Agreements (https://www.spps.org/about/departments/human-resources/labor-agreements) page and by selecting the "ASAP" Labor agreement. Benefit information for this position can be found on the Benefits Summaries (https://www.spps.org/about/departments/human-resources/benefits/benefit-summaries-by-bargaining-unit) page and by selecting the "ASAP ¿ Full Time" link.
HOW TO APPLYTo be considered further, please apply for this position and attach a resume and cover letter to your online application.The Human Resource Department will review your application materials and contact you regarding the next steps.To attach additional documents to your online application, click on the "Additional Attachments" link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.OTHER INFORMATIONTranscript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.ESSENTIAL FUNCTIONSEssential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.Regular and reliable attendance.May be exposed to various cleaning products.EQUAL EMPLOYMENT OPPORTUNITYSaint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.EQUITY STATMENTSPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.
