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Minnesota Association of School Administrators

(2) – 1.0 FTE EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS – MCKINLEY CENTER

(2) – 1.0 FTE EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS – MCKINLEY CENTER

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Job Description:                    2 – Full-time (1.0 FTE)  Early Childhood Special Education Teachers with Faribault Public Schools.  These positions commences with the 2021-22 school year on approximately August 23, 2021.

Faribault Public Schools is a rural Pre-K through Adult School District located about 50 miles south of the Twin-Cities. The school district currently serves approximately 3,700 students in Faribault and our surrounding areas within our community of 23,000 citizens within the city limits. District sites include one early childhood center, three elementary schools K-5, one middle school 6-8, one high school 9-12, one area learning center 9-12 and one education center for adult education.

The historic community of Faribault offers adventure, fun, unique dining, history, shopping and entertainment. Once you arrive you will experience historic landmarks, cultural and artistic gathering places in downtown, 10 lakes within 10 miles with many resorts and campgrounds, 39 beautiful parks within the city, an outdoor aquatic center, miles of bike, walking and snowmobile trails, great lodging and restaurants; enjoy year round recreations such as biking, kayaking, cross-country skiing, snowmobiling, fat tire biking and so much more.

Compensation/Benefits/Perks:
Faribault Public Schools provides a competitive salary commensurate with education and experience. Other benefits include: Substantial personal and sick leave days
Fully paid single health insurance
Annual stipend of up to $1000 for national certifications
Enticing retirement package
Our district educational positions qualify for federal loan forgiveness program
State of the Art Fitness Center open to staff
1:1 Technology for staff use
Work-life balance culture
Ongoing professional development opportunities
Strong mission and vision statements
Numerous before/after school and summer programming for additional income and/or volunteering opportunities.
Solid Community Education programs offering opportunities to create and/or participate in unique programming

In addition to a supportive and collaborative professional environment, the town of Faribault has a number of unique characteristics: Commutable from Twin Cities, right off I35
Centrally located and driving distance within an hour of Mankato, Rochester, Twin Cities
Lots of lakes and good fishing
New downtown revitalization project
Small town feel with many shopping, restaurants & recreational opportunities

Superintendent

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About the Community/School District:

The Byron Public Schools’ main office is located in Byron, Minnesota. The school district has an approximate enrollment of 2,374 pre-kindergarten through grade twelve students.

School District Website:   https://www.bears.byron.k12.mn.us/

City Website:   https://www.byronmn.com/

Leadership Profile: The Byron Public Schools School Board seeks a superintendent who:

  • Acts with honesty and in an ethical manner with the School Board, staff, and community
  • Is a “people person” with proven abilities in human relations and communications
  • Works cooperatively with the School Board; provides options and recommendations
  • Is visible and accessible to the School Board, staff, students, parents, and community
  • Has experience in school finance
  • Keeps up on changes in legislation and helps the School District engage the legislative process
  • Is a visionary, creative thinker

Previous superintendent experience is preferred but not required.

SALARY/CONTRACT:  The current superintendent’s base salary for the 2020-2021 school year is $152,200. The final salary will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  April 12, 2021

APPLICATION PROCEDURE:
MSBA uses an online application process. Applicants begin the application process at https://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 April 12, 2021, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “Byron 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 transcript(s) (upon hire, official transcripts must be submitted to the school district).

Please contact with any questions:  Barb Dorn, MSBA Executive Search Team, [email protected], 800-324-4459, ext. 121 (MN only) or 507-508-5501 (cell).

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

Principal, Elementary

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POSITION:
Principal, Elementary

TYPE OF POSITION:
225-Day Contract

QUALIFICATIONS:
Required

Masters/Specialist degree in K-12 administration plus administrative licensure in the state of Minnesota as an Elementary Principal
3-5 years of experience as a principal in elementary schools

Preferred

Doctorate degree in K-12 Education Administration/Leadership
Administrative experience at the elementary
Experience with English Learners and Special Education programs, processes, and compliance

SUMMARY:
St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.

ESSENTIAL FUNCTIONS:
Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.Ensure instruction and curriculum are culturally relevant and engaging.
Implement a differentiated instructional program that ensures all learners have access to challenging, rigorous coursework.
Ensure all students have access to grade level standards.
Increase opportunities for students to envision their futures, explore careers, and prepare for college.
Provide professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Maintain a systematic process to analyze student and program outcome data, adapt the school program to meet changing needs, and abandon programs or initiatives that do not produce clear, sustainable high achievement for all learners.

Create and sustain a positive climate and culture that inspires a shared sense of community built on trust, collaboration, and safety.  Integrate social-emotional learning into curriculum and instructional practices.
Administer and support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Prepare and administer budget for building and grounds, general fund, capital outlay, and personnel in alignment with the district mission and core values.
Manage the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Supervise all certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Supports extended day and extended year programming that meets the needs of a racially and culturally diverse student body.
Align efforts with the District Mission, Core Values, and Strategic Plan.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.

Create and sustain family and community engagement with the school community.Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Design and implement a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.

Other Duties as Assigned

PHYSICAL FACTORS:
Frequent: walking, standing, sitting, hearing, talking, and seeing

All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and model and to promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and be dependable and accountable in the performance of their work.

It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Assistant Principal, Secondary

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POSITION:
Assistant Principal, Secondary

TYPE OF POSITION:
225-230 Days, based on level of assignment

QUALIFICATIONS:
Required
• Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
• 3-5 years licensed educational experience
Preferred
• Administrative experience
• Experience with English Learners and Special Education programs, processes and compliance

POSITION SUMMARY:
• St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.  In addition to supporting instruction, operations, and student life, the assistant principals will support the building principal in implementing the District’s mission, core values, and strategic plan.

ESSENTIAL FUNCTIONS:
Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.
• Ensure instruction and curriculum are culturally relevant and engaging.
• Support implementation of a differentiated instructional program that ensures all learners have access to challenging, rigorous coursework, and grade level standards.
• Provide opportunities for students to envision their futures, explore careers, and prepare for college.
• Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
• Engage in instructional observation, assessment, and coaching with teaching staff.
• Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.

Create and sustain a positive climate and culture that inspires a shared sense of community built on trust, collaboration, and safety.
• Integrate social-emotional learning into curriculum and instructional practices.
• Use student centered, restorative approaches to managing student conduct.
• Support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
• Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
• Assist with the supervision of certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
• Support an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
• Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.

Create and sustain family and community engagement with the school community.
• Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
• Engage higher education, business, and community partners to create increased career and college opportunities for all students.
• Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
• Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
• Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
• Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.

PHYSICAL FACTORS:
• Frequent: walking, standing, sitting, hearing, talking, and seeing.

All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.

It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Assistant Principal, Elementary

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POSITION:
Assistant Principal, Elementary

TYPE OF POSITION:
220 Days

QUALIFICATIONS:
RequiredMasters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years licensed educational experience
PreferredAdministrative experience
Experience with English Learners and Special Education programs, processes and compliance

POSITION SUMMARY: St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.  In addition to supporting instruction, operations, and student life, the assistant principals will support the building principal in implementing the District’s mission, core values, and strategic plan.

ESSENTIAL FUNCTIONS:
Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.Ensure instruction and curriculum are culturally relevant and engaging.
Support implementation of a differentiated instructional program that ensures all learners have access to challenging, rigorous coursework, and grade level standards.
Provide opportunities for students to envision their futures, explore careers, and prepare for college.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.

Create and sustain a positive climate and culture that inspires a shared sense of community built on trust, collaboration, and safety.  Integrate social-emotional learning into curriculum and instructional practices.
Use student centered, restorative approaches to managing student conduct.
Support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Assist with the supervision of certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Supports extended day and extended year programming that meets the interests and needs of a racially and culturally divers student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.

Create and sustain family and community engagement with the school community.Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of the students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.

PHYSICAL FACTORS:Frequent: walking, standing, sitting, hearing, talking, and seeing.

All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.

It is the prerogative of the District to assign staff so as to best meet the needs of the District.