Open Positions for Minnesota Service Cooperatives

Openings as of 10/21/2026

Special Education Supervisor - Early Childhood

JobID: 7069

Position Type:
  Support Staff/District Support


Date Posted:
  9/15/2026


Location:
  Harley Hopkins Family Center


District:
  Hopkins Public School District
  Additional Information:  Show/Hide

At Hopkins Public Schools, we believe that our strength lies in the diversity of our students, staff, and community. We are a proudly inclusive E-12 district serving approximately 7,200 students across the City of Hopkins and surrounding communities. Our district represents a rich mosaic of cultures, backgrounds, identities, and lived experiences; we value and celebrate that diversity in everything we do. As an academically rigorous and human-centered district, we are committed to fostering a welcoming environment where every student and staff member feels seen, heard, and valued. There is no "typical" Hopkins student, and we embrace this truth as a catalyst for innovation, growth, and equity in learning.

We seek educators and staff who are equity-minded, culturally responsive, and deeply committed to creating inclusive spaces where all learners can thrive.

We welcome candidates who are passionate about dismantling systemic barriers, advancing justice, and preparing students to become bold, collaborative, and compassionate global citizens. When you join Hopkins Public Schools, you are not just joining a district, you are becoming part of a community that honors difference, nurtures potential, and inspires remarkable achievement in every learner, from birth through graduation.

You are welcome at Hopkins. You belong at Hopkins.
 
 
 
POSITION SUMMARY
The Special Education Supervisor of Early Childhood provides leadership, supervision, and program oversight for the district's Early Childhood Special Education (ECSE) programs and services. The position supports the development and implementation of high-quality, inclusive, and legally compliant programming for young children with disabilities and their families.
Working collaboratively with building and district administrators, ECSE teachers, related service providers, families, and community partners, the supervisor ensures services meet students' individual needs while aligning with district priorities and the district's Vision 2031 plan.
The supervisor provides leadership in program development, staff supervision, compliance, professional learning, instructional practices, positive behavior supports, and continuous improvement of early childhood special education services.
 
RESPONSIBILITIES
Program Leadership and Development
• Provides leadership and supervision for the district's Early Childhood Special Education programs and services.
• Co-collaborates with building/site administrators and special education staff to develop, implement, and evaluate comprehensive ECSE programs that meet the needs of young children with disabilities.
• Supports the development of inclusive early childhood programming and collaboration between ECSE and general education/early childhood staff.
• Facilitates program planning, design, implementation, evaluation, and continuous improvement activities.
• Uses program data, student outcomes, enrollment trends, and other relevant information to identify needs and guide program development.
• Supports alignment of ECSE programming with district strategic priorities, including Vision 2031.
• Monitors program capacity, staffing, space, and resource needs and makes recommendations regarding program development and allocation of resources.
• Supports effective transitions for students entering ECSE, moving between programs, and transitioning from early intervention to preschool special education and from preschool to kindergarten.
 
Special Education Compliance and Legal Requirements
• Ensures compliance with federal and state laws, rules, regulations, and district policies related to special education and the rights of students with disabilities.
• Provides guidance to staff regarding IDEA, Minnesota special education requirements, evaluation procedures, IEP development, service delivery, placement, procedural safeguards, and other compliance requirements.
• Supports teams in ensuring timely completion of evaluations, reevaluations, IEPs/IFSPs, and other required special education documentation.
• Provides leadership and support related to dispute resolution, parent concerns, due process matters, and other special education issues.
• Monitors implementation of IEP services and accommodations and supports teams in addressing barriers to appropriate service delivery.
• Collaborates with district administrators and staff regarding state and federal monitoring, corrective action, and compliance improvement activities.
 
Staff Supervision and Professional Learning
• Supervises, evaluates, and supports ECSE staff and other assigned special education personnel.
• Conducts staff evaluations and provides meaningful feedback designed to support professional growth and effective practice.
• Provides coaching, consultation, and problem-solving support to teachers, paraprofessionals, related service providers, and other staff.
• Reviews and shares effective, engaging, and research-based instructional practices appropriate for young children with disabilities.
• Supports professional development related to early childhood instruction, developmentally appropriate practices, inclusive practices, disability-specific programming, and evidence-based interventions.
• Supports staff in implementing developmentally appropriate positive behavior supports and social-emotional learning practices.
• Provides leadership related to Restorative Culture practices and positive school and classroom environments.
 
Instruction, Behavior, and Multi-Tiered Systems
• Supports the development and implementation of effective curriculum and instruction for young children with disabilities.
• Assists in the development and implementation of MTSS and other district initiatives as they relate to early childhood.
• Supports teams in developing and implementing positive behavior support strategies for students with behavioral, social-emotional, and developmental needs.
• Promotes developmentally appropriate, evidence-based instructional practices that support communication, social-emotional development, independence, and school readiness.
• Collaborates with staff to use student data to identify instructional needs, monitor progress, and adjust programming.
• Promotes inclusive practices that provide students with disabilities meaningful access to age-appropriate learning environments and peer interactions.
 
Family and Community Collaboration
• Builds and maintains positive, collaborative relationships with families of young children with disabilities.
• Supports staff in developing effective partnerships with parents and caregivers and ensuring that families are meaningful participants in the special education process.
• Responds to parent questions, concerns, and complaints in a timely, professional, and solution-focused manner.
• Collaborates with early childhood programs, early intervention providers, health and human service agencies, and other community partners to support children and families.
• Supports effective transition planning and coordination with outside agencies and early intervention providers.
 
Equity and Inclusive Practices
• Supports equitable access to high-quality early childhood special education services and programming.
• Promotes culturally responsive and inclusive practices that recognize the strengths, backgrounds, and individual needs of children and families.
• Uses data to identify and address disparities in identification, placement, service delivery, and student outcomes.
• Supports staff in implementing culturally responsive practices and reducing barriers to participation and educational access.
 
Other Responsibilities
• Participates in district and department leadership activities and committees as assigned.
• Assists with budgeting, staffing, scheduling, and resource allocation related to ECSE programming.
• Maintains current knowledge of research and best practices in early childhood special education.
• Performs other duties as assigned related to the position.
 
 
QUALIFICATIONS
Required
• Holds a current Minnesota license as Director of Special Education, or is actively seeking licensure as a Director of Special Education.
• If actively seeking licensure, must complete the requirements for Minnesota Director of Special Education licensure within two years of the initial start date of the position.
• Demonstrated knowledge of special education laws, rules, regulations, and procedural requirements, including IDEA, Section 504, and Minnesota special education requirements.
• Demonstrated ability to build and maintain supportive relationships with staff, families, students, administrators, and community partners.
• Strong written and verbal communication skills.
• Demonstrated ability to collaborate effectively and navigate conflict in a constructive and solution-focused manner.
 
Preferred
• Two to three years of administrative or coordinator experience in early childhood special education, ECSE, early intervention, or a related field.
• Minnesota teaching or related service licensure in early childhood special education or a related area.
• Experience supervising special education staff.
• Experience with early childhood special education evaluation and IEP & IFSP processes.
• Knowledge of early childhood development and developmentally appropriate instructional practices.
• Experience supporting inclusive preschool programming.
• Experience with transition planning between early intervention, ECSE, and kindergarten.
• Knowledge and experience with positive behavior supports, MTSS, and Restorative Culture practices.
• Knowledge of a variety of program models and instructional approaches supported by current research.
• Experience using data to support program evaluation, instructional decision-making, and continuous improvement.
• Experience working collaboratively with families and community-based early childhood or human service agencies.
 
KNOWLEDGE, SKILLS, AND ABILITIES
The successful candidate will demonstrate:
• Knowledge of early childhood special education programming, assessment, instruction, and service delivery.
• Knowledge of IDEA, Section 504, Minnesota special education rules, and current state and federal requirements.
• Ability to lead and support teams through complex educational and student-specific situations.
• Ability to analyze data and use information to guide program and instructional decisions.
• Ability to supervise, evaluate, coach, and support staff.
• Strong organizational skills and attention to timelines and compliance requirements.
• Strong written, verbal, interpersonal, and presentation skills.
• Ability to manage competing priorities and respond effectively to emerging needs.
• Ability to facilitate difficult conversations and resolve conflict collaboratively.
• Commitment to inclusive, equitable, culturally responsive, and student-centered practices.
• Ability to establish trusting relationships with young children, families, educators, administrators, and community partners.
• Commitment to continuous improvement and evidence-based practices in early childhood special education.
Hopkins Public Schools is committed to providing high-quality, inclusive educational opportunities for every learner and to supporting students, families, and staff through collaborative, equitable, and student-centered practices.
 
Schedule & Compensation
Unaffiliated : Group50
Work Year: 205 days per year
Work Week: 40 hours per week
Salary Range: $107,045.57 - 129268.21
Start Date: Immediately
Position specific Benefits information is available HERE
Union Contracts, Position Handbook/Agreements are located HERE





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Openings as of 10/21/2026

Executive Director of Finance/Business Services

JobID: 7069

Position Type:
  Administrator


Date Posted:
  9/24/2026


Location:
  District Services Center


Closing Date:
  Open Until Filled


District:
  Spring Lake Park School District 16
  Additional Information:  Show/Hide

Position Type:
Administrator
 
Date Posted:
9/24/2026
 
Location:
District Services Center
START DATE: January 1, 2027
DUTY DAYS: 225 Duty Days
 
Help shape the future of a strong, innovative school district.

Spring Lake Park Schools is looking for an accomplished, collaborative finance leader to join our highly effective executive and board team as the leader of finance and business services. Serving more than 6,000 students in Blaine, Fridley and Spring Lake Park, our district combines a strong financial foundation with an ambitious vision for engaging, personalized learning.
 
This is an opportunity to lead in a district where thoughtful financial management and innovative learning go hand in hand. Spring Lake Park Schools is in a positive fiscal position, with a history of strategic management of resources, effective board governance, long-tenured executive leadership and strong community support. At the same time, we continue to look ahead - creating the conditions for students and staff to thrive now and into the future.
 
We are seeking a strategic partner and collaborative leader who can sustain what is working, strengthen what comes next and help shape the future of Spring Lake Park Schools.
 
QUALIFICATIONS:
•    Demonstrated success leading school system finance and business operations
•    Demonstrated success working with executive leaders and leading high-performing teams
•    Strong communication and relationship-building skills with a wide range of internal and external partners
•    Advanced degree in business with experience in educational operations, or an advanced degree in administration; CPA and/or Minnesota administrative licensure strongly preferred
 
SALARY: 
Group	Administrator
Position	Executive Director of Finance/Business Services (title and responsibilities dependent on qualifications and experience)
Rate of Pay	Highly competitive based on experience, $180,000-200,000.00/yr with additional responsibility pay depending on experience, qualifications and assigned responsibilities
Benefits	Medical, Dental, Sick Leave, 403(b), Life, LTD, FSA
Other	Salary pro-rated based on start date.


HIRING TIMELINE AND SUPPORT:
We will interview candidates as they apply. The start date will be determined with the successful candidate. The start date could be as soon as January 2027 and no later than July 1, 2027. We have designed a timeline that provides opportunities for strong succession support and a seamless transition.
 
HOW TO APPLY
Open until filled with applications reviewed as they are submitted beginning October 1, 2026. Apply online at www.springlakeparkschools.org. If any questions or inquiries, please contact Dr. Jeff Ronneberg, Superintendent at jronne@district16.org or Anthony Mayer, Executive Director of Human Resources at amayer@district16.org.
 
Spring Lake Park Schools is an equal opportunity employer and will not deny anyone the opportunity for employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.
 





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