2026-27 Specialist-12 Month (ASAP-Lic) - Office of Specialized Services

2026-27 Specialist-12 Month (ASAP-Lic) - Office of Specialized Services Saint Paul Public Schools - 3.6 Saint Paul, MN Job Details Full-time $72,486 - $130,447 a year 1 day ago Benefits Dental insurance Vision insurance Qualifications School experience Professional development facilitation in schools Working with individuals with disabilities Phone communication Teacher training Job-specific skills training (staff training program) Employee relationship building Adaptive equipment application Driver's License Bachelor's degree Working with students from diverse cultural backgrounds Computer hardware Working with students Working with children with disabilities Working with individuals from underserved communities Assistive technologies Adult learning Multicultural competence in teaching Adult education Full Job Description General Information General Information Saint Paul Public Schools (SPPS) is looking to hire a full-time Specialist-12 Month (ASAP-Lic) for our Office of Specialized Services Department 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 Special Education Assistive Technology (AT) Specialist provides leadership, coordination, and technical expertise to support the effective implementation of assistive technology services within the Office of Specialized Services. This position oversees the systems, processes, equipment, software, and professional learning necessary to ensure equitable access to assistive technology for students from birth through age 22 who receive special education services through an Individualized Education Program (IEP). The AT Specialist collaborates with educators, related service providers, families, and district departments to support the identification, implementation, and ongoing use of assistive technology and Augmentative and Alternative Communication (AAC) systems that enhance student access, participation, communication, and learning outcomes. This role also leads professional development initiatives, supports onboarding and coaching of staff, and ensures alignment with district-wide instructional technology and accessibility priorities. Reporting Relationship This position reports to the Assistant Director in the Office of Specialized Services. Minimum Qualifications Valid Minnesota Special Education license. Bachelor¿s degree in special education, Speech-Language Pathology, Occupational Therapy, Educational Technology, Assistive Technology, or a closely related field. Five or more years of successful teaching experience in a PreK-12 education setting. Experience teaching in a culturally, ethnically, linguistic and disability diverse setting. Three years of experience supporting or implementing assistive technology (AT) and/or Augmentative and Alternative Communication (AAC) systems in educational settings. Two years of experience providing training, coaching, consultation, or professional development to educators or related staff. Preferred Qualifications ¿ Master's degree in special education, curriculum and instruction or a related field. ¿ Special Education license in a related service area (e.g., Occupational Therapist, Physical Therapist, Speech Language Practitioner). ¿ Assistive Technology Certification from the Rehabilitation Engineering and Assistive Technology Society of North America. ¿ Experience considering, developing and implementing AAC for children and young adults. ¿ Experience with racial equity in a PreK-12 education setting that supports students from birth to age 22. Experience conducting or participating in assistive technology evaluations, implementation planning, and follow-up monitoring within IEP teams. Experience managing assistive technology systems, device inventories, or educational technology platforms at a program or district level. Experience designing and delivering professional development at the district or regional level for educators and related service providers. Experience working in or supporting large, diverse school districts with complex special education service delivery systems. Knowledge of accessibility standards, digital learning tools, and instructional technology integration. Demonstrated experience advancing equity-focused practices, including identifying and addressing barriers to access for historically underserved student populations. ¿ Strong leadership experience in cross-functional collaboration, program coordination, or instructional support initiatives. 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 sit, stand, and move throughout school buildings, classrooms, and district sites for extended periods. Ability to frequently travel between schools and district locations to provide services, support implementation, and attend meetings. Ability to lift, carry, transport, assemble, and troubleshoot assistive technology devices, equipment, materials and laptop bags and professional development materials, typically weighing up to 30 pounds. Ability to operate a computer, keyboard, and other standard office equipment for extended periods Ability to set up and configure technology equipment, including computers, AAC devices, peripherals, and adaptive hardware in a variety of instructional environments. Frequent use of hands, fingers, and arms for operating computers, assistive technology systems, and related digital tools. Ability to communicate effectively in person, over the phone, and via digital platforms for extended periods Visual and auditory ability sufficient to assess technology functionality, observe student interaction with devices, and provide technical support. Mental Requirements Ability to manage multiple priorities, deadlines, and district-wide initiatives while maintaining accuracy and attention to detail. Ability to analyze complex student needs, instructional environments, and communication demands to determine appropriate assistive technology supports. Ability to interpret technical, educational, and legal information related to special education, assistive technology, and accessibility requirements. Ability to problem-solve rapidly in dynamic school environments, including troubleshooting technology issues and supporting urgent student or staff needs. Ability to maintain composure, objectivity, and sound professional judgment in high-pressure, time-sensitive, or conflict-based situations. Ability to work independently and collaboratively while balancing consultation, training, systems management, and student support responsibilities. Ability to synthesize data, observations, and team input to support informed decision-making and continuous improvement. Knowledge, Skills & Abilities Knowledge of assistive technology (AT), Augmentative and Alternative Communication (AAC), accessibility tools, communication systems, and evidence-based instructional practices that support equitable access, participation, communication, and learning for students with disabilities. Knowledge of federal, state, and local special education laws, regulations, procedural safeguards, and compliance requirements related to assistive technology consideration, implementation, accessibility, and documentation within Individualized Education Programs (IEPs). Knowledge of service delivery models, communication theories, curriculum adaptation strategies, culturally responsive practices, and inclusive educational approaches that support diverse student learning needs from birth through age 22. Skill in providing consultation, coaching, technical assistance, and professional development to educators, related service providers, administrators, and families regarding assistive technology systems, AAC supports, accessibility tools, and instructional implementation practices. Skill in collaborating with multidisciplinary teams, district leaders, school staff, and community partners to support student-centered problem-solving, staff capacity building, and district-wide assistive technology initiatives. Ability to evaluate and support instructional practices, learning environments, curriculum access, and educational resources using culturally relevant, inclusive, and equitable approaches. Ability to identify inequities and barriers to student access and collaboratively support strategies that promote racial equity, gender equity, disability inclusion, and culturally responsive educational practices. Excellent oral, written, presentation, facilitation, and interpersonal communication skills, including the ability to communicate complex technical and instructional information clearly to diverse audiences. Ability to establish and maintain effective working relationships with individuals from a wide range of cultural, ethnic, linguistic, and socio-economic backgrounds. Ability to maintain professionalism, objectivity, sound judgment, and composure when responding to complex situations, competing priorities, or conflict-based issues. Strong organizational, planning, and project-management skills with the ability to manage multiple responsibilities, timelines, systems, and operational processes effectively. Ability to use technology systems, accessibility tools, digital platforms, and data-management systems to support student and adult learning, operational efficiency, and program implementation. Ability to analyze, interpret, and communicate data, implementation outcomes, and program information to support decision-making, continuous improvement, and compliance requirements. Commitment to continuous professional learning, collaboration, innovation, and equitable outcomes for all students and families. Responsibilities The essential functions include, but are not limited to, the following fundamental duties: Assistive Technology Program Leadership and Systems Coordination Provide leadership to the district Assistive Technology (AT) team and coordinate the implementation of effective systems, processes, procedures, and evidence-based practices that support assistive technology services across special education programs. Collaborate across district departments, school teams, related service providers, instructional technology staff, and administrators to support integrated and accessible assistive technology services for students with disabilities. Monitor emerging trends, technologies, legal requirements, and best practices related to assistive technology, Augmentative and Alternative Communication (AAC), accessibility, and special education service delivery. Represent the district in regional and professional assistive technology networks, including attendance and participation in quarterly metro Assistive Technology Community of Practice meetings. Build trust, collaboration, and professional partnerships that foster a culture of continuous growth, reflection, problem-solving, and inclusive educational practices. Assistive Technology Systems, Equipment, Software, and Accessibility Management Manage district assistive technology software programs, equipment, systems, and specialized applications used to support student access and participation, including systems related to Augmentative and Alternative Communication (AAC). Oversee procurement, deployment, configuration, maintenance, troubleshooting, repair, replacement, and ongoing management of assistive technology devices and related systems. Facilitate and lead the asset management and deployment process for AT materials, AAC devices, and related equipment, including maintaining inventory systems, tracking records, and budget documentation. Coordinate and manage department processes for student access to accessible instructional materials and accessibility platforms, including Bookshare. Ensure department online resources and digital support platforms (e.g., Schoology, Google Sites, instructional materials, how-to videos, accessibility guides, and equipment support resources) are updated, maintained, and accessible for staff use. Support staff understanding and use of built-in accessibility features and specialized assistive technology tools across instructional and learning environments. Student Support, AT Consultation, and AAC Implementation Administer, facilitate, and provide guidance in the implementation of the Student, Environment, Tasks, and Tools (SETT) Framework and other evidence-based assistive technology decision-making processes. Support teams in the consideration, evaluation, selection, implementation, and monitoring of assistive technology and AAC supports for students receiving special education services from birth through age 22. Provide consultation, coaching, and technical assistance to special education staff, related service providers, administrators, and families regarding assistive technology tools, AAC systems, accessibility supports, and implementation strategies. Collaborate with multidisciplinary teams to support individualized assistive technology solutions aligned with student needs, IEP goals, communication access, participation, independence, and educational outcomes. Support the effective integration of assistive technology and AAC systems within instructional environments using evidence-based special education practices. Professional Learning, Coaching, and Staff Capacity Building Plan, coordinate, and deliver ongoing professional development related to assistive technology, AAC systems, accessibility tools, and evidence-based instructional practices for special education staff. Support onboarding, training, and ongoing skill development for new and existing special education staff through coaching, modeling, consultation, and technical support. Develop and maintain professional learning materials and resources that increase staff capacity in the implementation and effective use of assistive technology and accessibility tools. Collaborate with district leaders and departments to ensure professional learning and assistive technology initiatives align with district priorities and instructional goals. Compliance, Documentation, and Operational Support Maintain accurate records, inventories, budget documentation, operational reports, and related compliance documentation associated with assistive technology systems and services. Support compliance with federal and state special education laws, regulations, and procedural requirements related to assistive technology services, accessibility, and documentation practices. Maintain confidentiality of student, staff, and district information in accordance with district policy and applicable laws. Perform other duties as assigned. Working Conditions Work is performed in a combination of office settings, school buildings, classrooms, and other instructional environments across multiple district sites. Frequent travel between schools and program locations is required. Work involves regular interaction with students, educators, administrators, families, and multidisciplinary teams in both structured and unstructured environments. Exposure to active school environments, including noise, movement, and varying classroom conditions. Regular use of computers, assistive technology devices, AAC systems, and digital platforms for extended periods. Occasional need to respond to urgent technology or student support needs during instructional time. Occasional attendance at evening meetings, professional development sessions, or regional/community of practice events. Work requires flexibility to accommodate training schedules, implementation timelines, and school-based needs across multiple sites.

PAY, BENEFITS & WORK SCHEDULE

This is a 12 month position working 40 hours per week. Pay range for this position is: $72,486 - $130,447 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 page and by selecting the "ASAP" Labor agreement. Benefit information for this position can be found on the Benefits Summaries page and by selecting the "ASAP ¿ Full Time" link.

HOW TO APPLY

To 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 INFORMATION

Transcript - 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 FUNCTIONS

Essential 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 OPPORTUNITY

Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.

EQUITY STATMENT SPPS

is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.