Minnesota Regional Centers of Excellence
Position Requirements for
School Advocate / Special Education Specialist
Purpose and Description
The purpose of the Regional Centers of Excellence (RCEs) is to provide a coherent statewide system of
differentiated support that results in sustainable, meaningful change. The RCEs build the capacity of
districts, schools, and charters to engage in the continuous improvement process and implement the
World’s Best Workforce legislation. The ultimate goal is to close achievement gaps while raising
achievement for all students and increase graduation rates for all student groups.
The School Advocate / Special Education Specialist position provides general school improvement
planning and technical assistance in the Regional Centers of Excellence (RCEs). This position works with
school leadership teams to coordinate improvement efforts for all students.
Using the frameworks of Implementation Science, the School Advocate/ Special Education Specialist
develops capacity of school staff by providing technical assistance, onsite coaching, and/or professional
development that supports the Common Principles of Effective Practice:
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Educational equity
School leadership team
Learning teams of teachers
Continuous improvement processes (data mining, needs assessment, root causes analysis,
defined and measurable goals, and implementation of evidenced based practices)
Standards-based education systems with tiered levels of support
School cultures that support learning
Partnerships, community engagement, and family engagement
Other RCE- aligned state and federal education initiatives
Qualifications
The RCE is seeking individuals who possess the following experience, knowledge, and skills:
 Licensed in one or more areas of special education with a minimum of five years’ experience in
various schools and districts, and multiple age levels (elementary, middle or high school). Dual
licensure is preferred in a general education field, such as elementary education, or hold an
administrative licensure.
 Expertise on the core conceptual theory, success in implementing it, and the ability to coach others
to successfully execute the skill with fidelity and impact.
 Comprehensive and technically-accurate knowledge of federals laws, including the Individuals with
Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA), and state
statutes and rules regarding students with disabilities.
 Experience working across a range of IDEA disability areas.
 Knowledge of the licensure structure for special educators in Minnesota, as well as a wide range of
service delivery models and providers.
 Knowledge of Minnesota Academic Standards and assessment options for students with disabilities;
and experience in developing standards-based individual education programs.
 Ability to use data to improve instruction and achievement for students with disabilities.
 Experience with the use of accommodations and modifications in instruction and assessment.
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Ability to develop relationships and professionally interact with others.
Ability to establish coaching relationships, as well as develop, facilitate, and evaluate professional
development and technical assistance with adult learners.
Experience working collaboratively with a variety of specialists and general educators to make
decisions and lead school improvement initiatives.
Ability to use multiple sources of data within the continuous improvement process to improve
instruction and achievement for all students.
Experience in implementing school initiatives to create change and the ability to build this capacity
in others.
Experience using or willingness to learn Excel functions, formulas, and pivot tables.
Experience in a multi-tiered system of support framework.
Knowledge of implementation practices and experience with the school improvement process as a
member of a building or district leadership team.
Current understanding of educational equity, experience closing gaps that exist, and a desire and
mindset that analyzes these gaps through a classroom, school, and systemic lens.
Ability to communicate effectively orally and in writing with all stakeholders.
Responsibilities
Support of the RCE Purpose
 Collaboratively lead the transformation of practices, organizations, and systems; including the
bridging of policy and practice.
 Align common goals and activities across school and district improvement plans.
 Represent RCE initiatives, programs, services, and resources to education organizations and other
stakeholder groups.
 Establish a trusting environment and culture for learning.
 Coordinate, lead, and evaluate continuous improvement efforts.
Instructional Leadership
Special Education Specialist Role:
 Model and support best practices in instruction, assessment, supplemental programs, and out of
school support for students with disabilities.
 Identify work with school leadership teams to change instructional practices and characteristics of
school culture that do not fully support engagement of students with disabilities as learners who are
able to achieve at high academic levels.
 Identify school practices that have a disparate impact on the instructional time delivered to students
with disabilities not meeting expectations on one of the state assessments, and work collaboratively
to eliminate barriers that deny them access to rigorous instruction.
 Identify critical program issues in special education needing research, analysis, evaluation and/or
policy development.
 Assist leadership teams in addressing equity issues that affect student achievement.
 Assist leadership teams in evaluating and implementing models that ensure access to academic
standards for students with disabilities.
 Provide expertise in school improvement research related to students with disabilities, including
promising innovations and evidence-based practices in curriculum, instruction, assessment,
professional development, leadership, learning environment, and school-college partnerships.
 Develop and implement staff development opportunities based upon identified needs, including
coaching and technical assistance to support implementation.
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Apply knowledge of access and prevention frameworks, including universal design for learning
(UDL), accessible instructional materials (AIM), and the use of accommodations and assistive
technology to improve students’ access to instruction.
Demonstrate support for students with disabilities in Least Restrictive Environment (LRE) or Most
Integrated Setting.
Assure access for students with disabilities and staff in participation of school wide improvement
processes.
School Advocate Role:
 Apply and utilize the Framework of Implementation. http://nirn.fpg.unc.edu/learn-implementation
 Identify and guide change of instructional practices and characteristics of school culture that do not
fully support high expectations and the engagement of all students.
 Build the capacity of school leadership to effectively interpret data, communicate results, and
engage in root cause analysis to impact student achievement.
o Understand and use basic techniques to visualize and analyze data at the district, school,
classroom, and student levels, what it means, what is missing, and its limitations; in order to
effectively support the data driven decision-making process.
 Coordinate, support and provide job embedded professional development opportunities for staff
that supports effective implementation of the Record of Continuous Improvement.
 Facilitate, guide, and build capacity of leadership teams on implementation of evidence-based
practices that improve educational outcomes for marginalized student groups.
Professional & Ethical Relationships
 Model appropriate personal, professional, and ethical behavior
 Demonstrate strong interpersonal, written, and verbal communication skills; facilitate groups
effectively
 Foster positive, productive, and collaborative relationships with school staff, RCE staff, service
cooperative staff, and MDE staff.
 Participate in learning communities and professional organizations to network with other
professionals and continue to expand knowledge and skills necessary to support system-wide
change.
Resource Management
 Participate in specialized professional development provided by the RCEs and MDE.
 Travel is required to perform the duties of the job; mileage costs are reimbursed.
 Make appropriate and sound use of time, technology, and resources.
 Complete all operational requirements within a timely manner (Center of Excellence Staff Time,
Activities, Resources-CESTAR, required reports, etc. as needed).