One full-time (1.0 FTE) Manufacturing Careers Teaching position is available for the upcoming 2025-26 school year. The Program serves students in grades 7-12 at the Middle School, High School, and Community School and will be teaching Welding, Machining, Fabrication, Metal and Wood processing, Power and Energy, STEM, Engineering and design, and Robotics.
Manufacturing Careers Teacher
District Administrator
School District of Flambeau (WI) • Opening Posting
Job Title
District Administrator. The School District of Flambeau, WI is seeking a full-time District Administrator effective July 1, 2025.
School District Mission
The School District of Flambeau through partnerships with families and our community will provide a safe environment for academic, creative, and social learning opportunities that will challenge each student to reach his/her full potential.
School District Vision
To be the best choice for education for our students, families and community by:
- Providing ongoing collaboration with teaching teams, families and community partners
- Providing every person, a unique opportunity to achieve his/her potential within a safe environment
- Committing to academic success by continually learning and implementing best teaching practices
- Empowering our students and staff to become lifelong learners
School District Website
https://www.flambeau.k12.wi.us/district/index.cfm
About the District
The School District of Flambeau is a large, rural district covering just under 400 square miles and includes the Villages of Conrath, Glen Flora, Hawkins, Ingram, Sheldon, and Tony. Twenty-three municipalities make up the School District with property in four Counties: Rusk, Chippewa, Price, and Taylor. The northern end of the District goes as far as the Sawyer County line; with the southern end extending into Chippewa and Taylor Counties.
In 1937 the territory comprising the present school district was made up of twenty-three school districts and parts of six more school districts. Union Free High Schools were operated at Glen Flora, Conrath, and Sheldon. Each of the six Villages in the present District operated either a first or second class state graded school and the rest of the territory was made up of one-room rural schools.
The District became known as the School District of Flambeau in 1961 with the consolidation of the Tony District, which included Conrath and Sheldon, with the Ingram-Glen Flora District. In 2008 a group of Hawkins area residents filed a petition to become attached to the School District of Flambeau and the final ruling on this petition became effective on August 18, 2009.
On May 20, 1997, the electors of the School District of Flambeau approved the building of a PK-12 facility by passing a $7.7 million dollar referendum. Groundbreaking for the building was held on September 13, 1997, with excavation of the site and initial construction beginning in October that year. With favorable weather, excellent contractors, and a tremendous amount of cooperation, the project was completed in December 1998.
The District’s use of updated technology assists in providing students with an excellent educational program. With a computer student ratio of 1 / 1.5, internet access as well as equipment such as SmartBoards and Liquid Crystal Display (LCD) Projectors, teachers have the tools necessary to educate students to become competitive, productive members of society.
A member of the Lakeland Athletic Conference, Flambeau’s teams have a strong tradition of being very competitive, with the District often times being represented at various State Tournaments.
The District encourages parents and community members to be active participants in the many programs and activities that are offered.
Technical Job Requirements
The successful candidate must hold a Wisconsin license as a Principal, but WI licensure as a District Administrator is preferred. Candidates may also explain their ability to secure WI district Administrator licensure by June 30, 2025. Previous experience as a District Administrator is preferred but not required.
Near-Term District Priorities That Will Guide the Search (not in priority order)
- Fiscally conservative planning, budget development & management
- Increase enrollment & encourage open enrollees to return
- Develop & implement long-term maintenance plan for care of facility
- Develop strong positive relationships with employees & community
- Assistance with running a successful referendum
Desired Candidate Qualities (not in priority order)
- Committed to living here & staying here
- Honesty & integrity
- Good communication & relationship skills
- Willing to pitch in do what needs to be done regardless of job description
- Able to ID collective needs of our six communities
Salary / Benefits
Competitive compensation and benefits package based upon successful candidate’s background and experience.
Application Review Date
Applicants are strongly encouraged to submit all materials prior to 2/27/25
The School Board will begin reviewing application packets on 2/28/25 The position will remain open until filled.
Interview Dates
Applicants are asked to hold both 3/10/25 and 3/11/25 as interview dates.
Application Process
Please send the following to [email protected]
- Cover letter
- Resume
- Current license
- Three professional letters of reference
Questions?
Please contact Bruce Miles @ 320-260-2612 or [email protected]
School Psychologist
School Psychologist
**$5,000 signing bonus provided**
Position Location: Pine City High School
Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.
Essential Duties
- MTSS Implementation
- Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
- Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
- using standard data for decision making
- defining problems in observable and measurable terms
- collecting sufficient information for intervention planning
- developing detailed intervention plans
- evaluating integrity of implementation
- supporting classroom teachers or interventionists in data collection activities
- graphing intervention effectiveness
- Participate in various data team meetings within each building
- Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
- Assist in conducting needs assessments to support various resource allocation and/or programming decisions
- Special Education Leadership
- Facilitate Student Support Team (SST) meetings
- Attend special education department meetings
- Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
- Provide consultation on special education due process to staff and parents
- Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
- Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
- Assist in coordinating the reevaluation process for students receiving special education and related services
- Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
- Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
- Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
- Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
- Assist with state compliance review activities, including the implementation of any resulting corrective action plans
- Serve as an active member of the SCRED Implementation Team (I-Team)
- Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
- Academic Assessment and Services
- Support building-wide academic screening processes
- Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
- Develop, implement and monitor the fidelity of academic interventions, as requested
- Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
- Social Emotional Learning (SEL) Assessment and Services
- Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
- Provide direct counseling services to individuals or groups, as requested
- Complete mental health screenings and assist students, families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
- Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
- Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
- Gather and organize data to assist teams in making manifestation determination, when needed
- Provide behavior consultation services to general education and special education staff
- Crisis Response Services
- Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
- Provide consultation in crisis prevention and response
- Complete student risk assessments when necessary
- Assist in completing student threat assessment activities when necessary
- Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
- Other Duties
- Perform other duties as assigned
Special Ed Behavior Interventionist Teacher
Under direction of principal and director of special education, the Behavior Intervention Specialist provides special education support for students in the area of behavior management in order to help them fulfill their potential for academic, emotional, and social growth through instruction in academic content standards and curriculum designed to meet each student’s individualized goals and objectives.
Owatonna Area Learning Center Dean of Students
Owatonna Area Learning Center Dean – Essential Functions
1. Student Support & Behavior Management (30%)
– Oversee student behavior and discipline, including interventions and restorative practices
– Address student conduct concerns, including truancy and attendance monitoring
– Collaborate with staff to implement behavior plans and support student success
– Conduct re-entry meetings and follow up on disciplinary actions
2. Attendance & Engagement Monitoring (20%)
– Track student attendance and follow up with students and families
– Implement attendance interventions and support students at risk of chronic absenteeism
– Work with staff to ensure accurate attendance reporting and compliance with truancy protocols
3. Staff Support & Collaboration (15%)
– Support teachers in implementing classroom management strategies
– Collaborate with counselors, social workers, and support staff to meet student needs
– Facilitate Professional Learning Community (PLC) meetings as needed
– Assist in professional development initiatives and instructional support
4. Family & Community Engagement (10%)
– Communicate with parents/guardians regarding student progress, attendance, and behavior
– Support partnerships with community organizations and external service providers
– Assist with family outreach efforts to improve engagement and retention
5. Credit Recovery & Academic Progress Monitoring (10%)
– Oversee and track student progress in credit recovery programs
– Monitor academic progress and intervene when students are falling behind
– Work with staff to ensure students are on track for graduation or credit attainment
6. Administrative Duties & Compliance (10%)
– Ensure policies and procedures are being followed for discipline, attendance, and academic success
– Support emergency response planning and implementation
– Maintain student records and documentation related to interventions
7. Other Duties as Assigned (5%)
– Support school events and initiatives
– Assist with operational needs as they arise
Rate of Pay:
Based on candidate’s experience and education per the OEA Master Agreement
Benefits offered for this position are as listed: Teacher – Full Time and Part Time:
Health Insurance is offered through Blue Cross Blue Shield (single and family)
Dental Insurance (Single and Family)
$70,000 Life Insurance
Long Term Disability
Teacher Retirement Association (TRA) pension
403(B) Matching Annuity Plan – up to $1,700/year match
Earned Sick and Safe Time (ESST)/ Sick Time
Personal Day(s)
Please contact ALC Principal, Dr. Martina Wagner ([email protected]) with any questions.
ISD761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.
Elementary Special Education Teacher
Position Summary:
As an Owatonna Special Education teacher, you have the opportunity to set the tone for learning for the rest of a student’s life. When students have a personalized, educational, happy experience during their school years, they are more prepared to take on the challenges of life including college and/or careers. You are able to teach students to love learning and also how to overcome the challenges and obstacles they face that keep them from reaching their goals. While adhering to the core curriculum required by the state, you are able to find creative, engaging ways to teach students real life application of the concepts they are learning.
Qualifications:
Valid MN Elementary Teaching license. K-12 Special education license desired, ABS or SLD. Demonstrated use of 21st Century strategies and approaches to ensure all learners achieve the highest levels. Positive behavior intervention supports and MTSS preferred. Experience in utilizing an inquiry approach to instruction across all content areas and a background in STEM and Everyday Math beneficial.
Responsibilities:
A special education teacher will work in one of several special education licensure areas. The duties of each of these positions may vary. The essential functions of these positions include, but are not limited to the following fundamental duties.Provide instruction in the core curriculum and special education area(s) for which employed; make appropriate use of instructional resources and technologies.
Develop and implement innovative methods for providing instruction to special education students.
Maintain a suitable instructional environment for special education students according to their needs; ensure that equipment is modified, and materials adapted as necessary.
Participate with other special education staff as appropriate to evaluate the special education needs of a student and to develop an Individual Education Plan (IEP) to meet the student’s needs; implement these plans in accordance with special education state and federal legal requirements and district practice.
Maintain student records and ensure that they are in compliance with due process requirements.
Support the Minnesota Learning Standards; implement the goals and objectives of the District and the school and/or program to which assigned.
Evaluate special education student performance in accordance with the system used by the school and/or District; promote student achievement; ensure that progress is being made toward IEP goals and objectives; make related reports to parents, the principal and/or Special Education administration as prescribed or authorized.
Maintain contact and communications with parents of special education students and work with them in the academic development of the student and to meet the objectives of the IEP or IFSP; participate in parent teacher conferences.
Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
Provide indirect services to special education students in the special education category for which employed.
Develop and present in-service training relating to disabilities and the educational needs of students in the special education category for which employed.
Continue to seek professional growth and development in the curriculum area(s) for which employed; attend professional development required by the District.
Contribute to the District’s Strong Schools, Strong Communities efforts by partnering with other staff to contribute to student achievement and the alignment and sustainability of resources.
Perform other related duties as assigned.
FTE/Schedule:
1.0 FTE
Salary:
Based on candidates education and experience per the OEA Master Agreement.
Benefits offered for this position are as listed: Teacher – Full Time and Part Time:
Health Insurance offered through Blue Cross Blue Shield (single and family)
Dental Insurance (Single and Family)
$70,000 Life Insurance
Long Term Disability
Teacher Retirement Association (TRA) pension
403(B) Matching Annuity Plan – up to $1,700/year match
Earned Sick and Safe Time (ESST)/ Sick Time
Personal Day(s)
ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.