MnMTSS Coordinator

About the role

The Multi-Tiered System of Supports (MnMTSS) Coordinator position is funded through the state fiscal year 2027 and 2028 MnMTSS Infrastructure Development Grant. Reporting directly to the Director of Teaching and Learning, this role is contracted for 185 days per academic year within the Faribault Education Association Contract.

Responsibilities

• Develop and coordinate district-wide implementation of the MnMTSS framework across all school buildings.
• Facilitate regional training sessions with Minnesota Department of Education (MDE) personnel.
• Analyze systemic academic, behavioral, and social-emotional data to identify student achievement gaps.
• Collaborate with other coaching and professional staff in training, supporting, and mentoring teachers in relation to Tier 1 practices and MTSS framework.
• Provide evidence-based instructional coaching to classroom teachers on differentiated instruction, scaffolded interventions, and positive behavioral strategies.
• Cookordinate district and site-level MTSS teams to ensure consistent, data-driven decision-making.
• Evaluate the effectiveness of current Tier 1, Tier 2, and Tier 3 interventions; Monitor trends and patterns related to access, participation, and outcomes across MTSS tiers to inform district improvement efforts.
• Establish standardized data collection protocols and progress-monitoring workflows for instructional staff.
• Partner with district leadership to align grant outcomes with district goals; Coach school leadership teams and MTSS teams to strengthen problem-solving practices, intervention design, and decision-making processes.
• Monitor compliance, budget allocations, and reporting metrics required by the MnMTSS and NED grants.
• Review student performance dashboards and data management systems for systemic trends.
• Conduct site visits to observe MTSS framework application in classrooms and team meetings.
• Collaborate with the Teaching and Learning Director to integrate interventions with core classroom instruction.
• Provide structures for ongoing collaboration across academic and behavioral systems of support at both the district and campus levels.

Qualifications

• Deep understanding of the Minnesota Multi-Tiered System of Supports (MnMTSS) framework.
• Thorough knowledge of data-driven decision-making models, including core, strategic, and intensive intervention logic.
• Strong command of K-12 academic curricula, positive behavioral interventions (PBIS), and social-emotional learning (SEL) strategies.
• Familiarity with state and federal education laws, including special education regulations and Title grant compliance.
• Expertise in adult learning theories, professional development design, and systemic change management principles.
• Awareness of culturally responsive instructional practices tailored to diverse student populations and community demographics.
• Advanced data analytics skills to interpret complex district, school, and student-level data sets.
• Effective project management skills to track grant metrics, meet deadlines, and monitor program implementation.
• Exceptional facilitation skills to lead cross-functional teams, professional learning communities (PLCs), and workshops.
• Clear oral and written communication skills to articulate technical framework details to non-technical stakeholders.
• Conflict resolution skills to navigate resistance to systemic change and build consensus among staff.
• Ability to build collaborative, trusting relationships with principals, teachers, support staff, and community partners.
• Ability to translate high-level strategic goals and grant requirements into actionable, classroom-level practices.
• Ability to work independently with minimal supervision while managing multiple priorities across multiple school sites.
• Ability to maintain objectivity and strict confidentiality regarding sensitive student, staff, and district data.
• Ability to problem-solve creatively when systemic barriers to student achievement or framework infrastructure arise.
• Ability to adapt quickly to shifting state education guidelines, reporting formats, and district resource allocations.