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Hybrid Multilingual Learner Student Success Supervisor (Bilingual Spanish) - Roseville Area High School chez Roseville Area Schools

Roseville Area Schools · Roseville, États-Unis d'Amérique · Hybrid

2025-08-13 14:00:00.0

58 350,00 $US - 58 350,00 $US

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Multilingual Learner Student Success Supervisor (Bilingual Spanish) - Roseville Area High School

JobID: 8057

Position Type:
Program Supervisor/Behavior Supervisor

Date Posted:
8/11/2025

Location:
Roseville Area High School

Additional Information: Show/Hide
Description: Roseville Area Schools has a vacancy at Roseville Area High School for a Student Success Supervisor for Multilingual Learners (MLL). This is a 7-hour, 170-day position starting August 26, 2025.

Primary Objectives of Position:

To provide continuous support to the overall educational environment by utilizing school-wide positive behavior interventions and supports as well as Responsive Classroom Strategies in order to address student behaviors.
To communicate and collaborate with families and staff in regard to the intervention and support plans for MLL students.
To lead groups of MLL students to support their social, emotional, behavioral and academic success.
To help provide professional development to staff on equity.
To employ restorative justice strategies to help students restore the environment after harm has been done.
To be trained and willing to lead circles, mediations, and other restorative practices as needed.
To develop positive relationships with all students and be a mentor for students across cultural differences.

Role of Student Success Supervisors:

Student Success Supervisors are committed to students and their learning. They are dedicated to helping students maximize the time they are actively engaged in learning and to, conversely, minimize the time students spend out of the classroom due to behavior. They act on the belief that all students can follow expectations, given appropriate and adequate supports. They treat students equitably, recognizing the individual differences that distinguish their students one from the other and taking into account these differences in their practice. They adjust their practice as appropriate, based on observation and knowledge of their students' interests, abilities, skills, knowledge, family circumstances and peer relationships.

Student Success Supervisors know how to respond to student behaviors and act based on that knowledge. They understand ways to address student behaviors in a positive manner such as Positive Behavior Interventions and Supports (PBIS), Responsive Classroom (RC) strategies, and Restorative Justice (RJ) practices. They defuse and deescalate situations through research-based strategies like Crisis Prevention Interventions (CPI). They deeply understand the school's plan for responding to student behavior and implement it with fidelity and consistency, while maintaining an individualized and equitable approach. Student Success Supervisors monitor the success of interventions and adapt as needed. The interventions implemented will range from immediate reactions to a behavior concern to long-range collaborative plans that result from a pattern of behavior or intense needs. Student Success Supervisors' role in delivering the interventions range from being actively involved as the key person delivering the intervention to simple monitoring and communication.

Student Success Supervisors communicate and collaborate with staff and families. When working on a behavior issue for a given student, Student Success Supervisors communicate with staff and families to ensure all parties are clear on the response to a specific concern and follow-up as needed. At the same time, they are aware of the types of information that are considered private data and keep them confidential. They seek and incorporate input from staff and families in regard to selected interventions, especially those that are longer term. This includes listening openly to concerns expressed and working collaboratively to resolve them. Home visits will, at times, be a necessary part of the communication and collaboration process.

Qualifications:

Bilingual (Spanish required)
Experience in a diverse environment (preferred)
Experience with Responsive Classroom (preferred)
Experience with Restorative Practices (preferred)
Experience with Positive Behavior Intervention and Supports (preferred)

Compensation: Minimum starting salary range is $58,350, plus a district contribution toward health and dental insurance.

Application Timeline: Roseville Area Schools continuously accepts applications for employment and you are encouraged to apply as soon as possible. This Notice of Vacancy will be posted until filled.

Equity Vision: Roseville Area Schools is committed to ensuring an equitable and respectful educational experience for every student, family, and staff member, regardless of race, gender, gender identity, sexual orientation, socioeconomic status, ability, home or first language, religion, national origin, age, or physical appearance. Roseville Area Schools seeks individuals who embody this commitment.

Roseville Area Schools
1251 County Rd B2 W
Roseville, MN 55113

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Hybrid Multilingual Learner Student Success Supervisor (Bilingual Spanish) - Roseville Area High School chez Roseville Area Schools

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Hybrid Grade 5 Teacher - Emmet D. Williams Elementary

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Hybrid Multilingual Learner Student Success Supervisor (Bilingual Spanish) - Roseville Area High School chez Roseville Area Schools

Avantages supplémentaires

Plus d'emplois

Hybrid Grade 5 Teacher - Emmet D. Williams Elementary

Hybrid Setting III BEAM Paraprofessional - Parkview Center School

Hybrid ELEMENTARY - FIRST GRADE TEACHER - EDGERTON ELEMENTARY

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