MASA Jobsite Online

Minnesota Association of School Administrators

Superintendent

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The Waterville-Elysian-Morristown Public Schools’ main office is located in Waterville, Minnesota. The school district has an approximate enrollment of 750 students.

School District Website: https://www.wem.k12.mn.us/

City Websites:  

http://cityofwaterville.com/

https://www.elysianmn.com/

http://www.morristownmn.org/

LEADERSHIP PROFILE: The WEM School Board seeks a superintendent who:

  • Acts with honesty and in an ethical manner with the School Board, staff, and community
  • Has experience in school finance
  • Is visible and accessible to the School Board, staff, students, parents, and community
  • Is a “people person” with proven abilities in human relations and communications
  • Develops trust and works collaboratively with diverse groups of stakeholders
  • Values teamwork; effectively mediates and accommodates different perspectives
  • Has experience in fundraising and/or grant writing
  • Delegates authority while maintaining accountability
  • Is a visionary, creative thinker
  • Previous superintendent experience preferred, but not required.

SALARY/CONTRACT:  The current superintendent’s base salary for the 2021-2022 school year is $136,000. The final salary will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  January 3, 2022

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at mnmsba.myrevelus.com. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on January 3, 2022, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “WEM Public Schools Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s official transcript(s) (upon hire, originals must be submitted to the school district).  

Please contact with any questions:  Barb Dorn, MSBA Director of Leadership Development and Executive Search, [email protected] or 507-508-5501.

The Minnesota School Boards Association is an equal opportunity search agency.

Dean of Students – Jefferson Elementary School – Faribault Public Schools

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General Definition of Work:
The Dean of Students will support the operations of the school overseeing the student management, behavior and attendance. Incumbent will be responsible for student management as outlined by the building principal. This position will observe and interact with individuals, groups and communities to assist with the healthy functioning of the students at the school. This key team member will collaborate with the principals and other support personnel in order to build positive relationships with stakeholders, collaborate and communicate effectively through a variety of methods, provide leadership of behavior management and supervision; facilitate the resolution of conflict; plan, organize and manage time and resources, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal. This position will begin immediately upon hire.

Essential Functions:Assist the building Principal in establishing, implementing and evaluating effective interventions for increasing student success and achievement to build a positive environment for achieving educational outcomes.
Assists the building Principal as an instructional leader in overseeing programs; collaborate with the team, collaborate with the counseling departments, oversee student behavior and student management as directed by building principal, oversee student conduct and attendance, assist in leading curriculum and planning within building.
Monitor and communicate student progress with students, families, administrators and staff.
Support growth of students while working towards positive citizenship, improving their academic and behavior skills and abilities.
Analyze academic and behavior data collected from various records to help determine effective academic and behavioral interventions.
Serve as a member of various building teams and act as a liaison; assists staff, students and families in understanding building and district policies, procedures and requirements.
Create an environment where children from diverse backgrounds are comfortable and experience success.
Stay current with best practices research and strategies.
Other duties may be assigned.

5th Grade Elementary Teacher – Long Term Replacement

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Position Information:

5th Grade Classroom Teacher – Long Term Replacement
Approximately 1/24/2022 through 4/25/2022
1.0 FTE
Qualifications:

Must hold appropriate Minnesota teaching license in K-6 Elementary Education
Experience in intermediate education preferred
Ability to work in a team
Knowledge and experience with educational technology
Dedication to positive student, staff, and parent relationships
Prefer experience/education in Responsive Classroom
Demonstrate reflective research-based response to teaching and learning

Early Childhood Special Education Teacher, Ages 3-5

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Qualifications:

Must hold appropriate Minnesota teaching license in Early Childhood Education
Experience in Early Childhood Education preferred
Ability to work in a team
Knowledge and experience with educational technology
Dedication to positive student, staff, and parent relationships
Possess excellent oral, written, and interpersonal skills

Special Education Teacher ASD 21-22 SY

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has two (2) Setting IV Behavior Programs that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The Setting IV Behavior Programs are located in Kellogg (SAIL) and Hokah (ACHIEVE). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. HVED offers an Alternative Learning Center housed in MN College SE located in Winona, MN. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Special Edutation Teacher for Grades K-12
Location: Caledonia, MN

Position:
HVED is seeking one FTE talented and motivated full-time Special Education Teacher to work in the SPECTRUM Program. The SPECTRUM  program is located in Caledonia, Minnesota and provides services and support to Kindergarten through High School students during the school day.

Qualifications: Minnesota licensure in Special Education licensure preferred
Successful experience as a Special Education Teacher required
Experience and knowledge of writing, monitoring, and implementing IEPs strongly preferred
Experience in developing and implementing a variety of behavior strategies and interventions for effective programming
Maintain certification in Crisis Prevention Intervention (CPI), training provided by the district
Competencies:

Must possess the knowledge of MN standards and options for achieving those standards
Must possess strong written and verbal communication skills to parents, students, staff, and administrators
Ability to work with a team of professionals to meet the needs of students
Ability to collaborate with and provide direction to paraprofessionals
Proficient in meeting deadlines and managing daily record keeping
Responsibilities Include (but not limited to):

Accountable for facilitating learning, academic achievement and personal development by providing instruction to children and adolescents
Conduct assessments as part of the special education evaluation process: academic, observations and Functional Behavioral Assessments
Provide case management for students and maintain student records of services provided
Participates in IEP and in-take meetings
Utilizes technology to facilitate learning
Understands and implements the varying learning styles and the needs of a diverse student population
Develop and implement positive behavior and social skills curriculum
Performs other related duties as assigned
Employment Start Date:

SY 2021-2022
Travel Requirements:

Minimum travel requirements
Working Conditions:

Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.
Ability to lift 50 pounds.
Ability to tolerate sudden jarring movement.
Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
Locations are generally moderately noisy.
Salary/Benefits:

Competitive salary and benefits package.  Based on years of experience and credentials.
FLSA Status: Exempt

 

Academic Support Specialist

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Position: Academic Support Specialist

Job Description:

Forest Lake Area Schools is seeking a qualified candidate to join our team of Academic Support Specialists who work in our elementary schools. This is a TOSA position that will report to the school principal and be responsible for direct student service through a push-in model, planning instruction and/or adaptation of the instructional program to facilitate student learning in literacy and math in collaboration with the classroom teacher. This position is set to start as soon as possible and will continue through the end of the 2021-2022 school year.

Responsibilities

Provide direct instruction to students in reading and math, implementing research-based instructional strategies and best practices in interventions and individualized support to meet the needs of all learners
Work collaboratively with teachers in leveraging data to inform instruction and determine needed scaffolding and supports for individual students, small group, and large group instruction
Use formative and summative assessment data to inform instruction and positively impact student learning
Leverage Fastbridge data and assessment tools to identify student needs in reading and math
Differentiate instruction to meet the needs of individual learners
Develop and implement classroom-based, developmentally appropriate interventions for individuals and small groups
Work with students flexibly in both large-group and small-group settings
Monitor and document student progress in a variety of ways on a regular basis
Plan and facilitate Family Math and Literacy Nights