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Minnesota Association of School Administrators

Center-Based Special Education Teacher (Aspire) 1.0 FTE

Center-Based Special Education Teacher (Aspire) 1.0 FTE

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Job Summary:
The Center-Based Special Education Teacher is responsible for designing and implementing individualized educational programs (IEPs) for students with special needs in a structured, center-based setting. This role involves collaboration with multidisciplinary teams, adapting curriculum to meet diverse learning needs, and fostering a supportive environment that promotes academic, social, and emotional development.

Key Responsibilities:
Instruction & Curriculum Development:
Develop and implement individualized lesson plans aligned with students’ IEP goals.
Modify curriculum and instructional methods to meet the diverse learning needs of students with disabilities.
Utilize evidence-based teaching strategies, assistive technology, and specialized instructional materials.
Assess student progress regularly and adjust instruction accordingly.
Classroom & Behavior Management:
Establish a structured, supportive, and engaging classroom environment.
Implement positive behavior support strategies and individualized Behavior Support Plans (BSP).
Maintain a safe and inclusive learning space for students with varying disabilities.
Utilize data from Functional Behavioral Assessments to facilitate the creation and implementation of effective Behavior Support Plans (BSP).
Collaboration & Communication:
Work closely with paraprofessionals, itinerants, and other support staff to meet student needs.
Communicate regularly with parents/guardians regarding student progress and IEP goals.
Participate in IEP meetings, evaluations, and interdisciplinary team discussions.
Compliance & Documentation:
Maintain accurate records of student progress, attendance, and IEP documentation.
Ensure compliance with federal, state, and local special education laws and regulations.
Administer assessments to track academic and developmental progress.

Blind/Vision Impaired Teacher 1.0 FTE

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Description:  The Teacher develops material and lesson plans, conducts classroom instruction and evaluates and assess student performance. The incumbent meets with parents, interprets student progress, and informs parents/guardians about student strengths, weaknesses, and progress.

Job Summary:
1.    Plans instruction and other student support activities, including the establishment of overall goals and priorities, lesson plans, classroom activities (i.e., laboratory experiments, media presentations, etc.) and daily lesson plans, as applicable to the teacher’s particular assignment. Such plans should be consistent with the School District/department goals and objectives; should consider the needs and abilities of the students; and should incorporate basic components of lesson design, as appropriate. Reviews, selects, and modifies materials and resources consistent with instructional objectives and students’ participation so that lesson plans and instructional materials developed are consistent with School District/department goals and objectives.
2.    Provides instruction to students in a manner which incorporates essential elements of instruction, i.e., teaching specific objectives, teaching at appropriate levels of difficulty, including methods of extending students’ thinking, uses techniques to monitor student progress and adjusts instruction accordingly, and correctly employs various principles of learning so that classroom instruction effectively meets the needs of students consistent with School District objectives.
3.    Establishes behavior expectations and maintains student control in the classroom, on school premises, and/or in school activities by communicating expectations for appropriate behavior. Provides structure and consistency and encourages student responsibility, cooperation, and mutual respect in a manner consistent with School District policies and procedures and legal requirements so that the learning environment is successful.
4.    Participates in parent/teacher conference. Maintains grade book to demonstrate student strengths, weaknesses, and/or problems that the student may be experiencing in the classroom so that parents are informed of student’s strengths, weaknesses, problems, and progress.
5.    Collaborates with other professional staff regarding the needs of students by communicating accurately, preserving confidentiality of information, and sharing best teaching practices and new teaching techniques or procedures available so that effective professional work relationships properly meet the needs of students.
6.    Develops student tests and evaluates results. Determines student grades for instructional units and reports grades to parents at School District assigned time.
7.    Develops and maintains adequate knowledge of the subject(s) taught or support service rendered and demonstrates an understanding of how the subject(s) or support services fit into the overall School District and department philosophy, objectives, and curriculum in order to maintain professional competency in assigned subject matters.
8.    Pursues professional development activities to broaden and deepen knowledge of content and teaching skills and continually identifies professional needs and develops strategies to meet these needs so that there is optimum professional growth and development of teaching skills.
9.    Records and maintains proper records in order to provide accurate information.
10.  Other job related duties as assigned.

Principal Middle School

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Position Type:  Administration-Licensed/Principal

Location:  Maple Grove Middle School

Closing Date: 04/04/2025

General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programming and managing the operational and personnel requirements.

Essential Duties and Responsibilities:

Indicators of Strategic Leadership Practice:

Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.
Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.
Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice:

Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.
Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.
Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Management Practice:

Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.
Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.
Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice:

Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.
Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.
Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resource Management Skills Practice:

Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.
Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.
Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Additional duties/responsibilities:

Performs other comparable duties of a like or similar nature as assigned.

Qualifications for the position:

Must hold or be eligible for a license as a Secondary School Principal in Minnesota
A minimum of five years lead principal experience

Salary: Classification D-1, $141,562 – $164,111 annually
FTE: Full-time, 225 workdays/year
Bargaining unit: Principals
Desired start date: July 1, 2025

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
…and more!

Equal Employment Opportunity Statement:
Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer. Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, color, creed, sex, gender identity, color, marital status, national origin, religion, age, sexual orientation, status with regard to public assistance, or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check Process Upon Conditional Offer:
Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.

Click here to apply.

Special Education Paraprofessional: EBD Centerbased

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Category: Paraprofessionals/Special Education
Date Posted: 3/6/2025
Location: Richfield Middle School

The Richfield Public School District is currently accepting applications for a full-time Special Education Paraprofessional EBD Center based at Richfield Middle School for the remainder of the 2024-2025 school year.

In Richfield Public Schools, we believe that all students are capable of achieving their dreams with the proper educational foundation. Students in Richfield will receive a challenging, engaging and relevant academic experience that will prepare them for college, career and life. You can be part of helping students succeed by joining our district to take your educational career to the next level.

District ELL/ESL Teacher

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District ELL/ESL Teacher

Caledonia Area Public School District No. 299 has an opening for a .2 FTE K-12 ELL/ESL teacher for the 2025-2026 school year.  Candidate must hold an ELL/ESL Minnesota license or be willing to work on an Out of Field Placement (OFP).  Please complete a Certified Staff Employment Application located under the Human Resource area of school district website, and include a resume, application letter, copy of license, and three letters of recommendation to:  Caledonia Area Middle/High School, Mr. Nathan Boler, 825 North Warrior Avenue, Caledonia, MN 55921 or email [email protected]  Application deadline April 9, 2025 or until filled.