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Minnesota Association of School Administrators

Anchor Teacher

Anchor Teacher

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Special Education Teacher – Anchor
Posting # 2379

Program description: Day treatment program with co-located mental health services.

Position is 1.0 FTE (benefit eligible).

Qualifications:

Licensed by the MN Department of Education in Special Education.

External Posting Dates: December 17, 2019 until filled
Position Start Date: ASAP

Questions regarding this position should be directed to Dr. John Fry, Director of Special Education, 763-528-4540, [email protected]

Interested applicants should apply online www.colheights.k12.mn.us

Interviews will be scheduled at the request of the School District.
General Definition of Work
Performs intermediate professional work preparing and providing training and instruction to students with disabilities, individually and in groups; motivating students to develop skill in assigned subject matters; monitoring progress in accordance with IEP’s, and related work as apparent or assigned.  Work is performed under the limited supervision of the Director of Special Education.  Occasional oversight is exercised over Educational Assistants.

Qualification Requirements
To perform this job successfully, an individual must be able to perform each essential function satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions
Assesses and evaluates needs of students; evaluates students’ progress, maintains appropriate records; prepares progress reports.
Translates lesson plans into learning experience based on needs and abilities of students.
Provides instruction in individual or group sessions.
Provides positive role model to students, teachers and demonstrates appropriate behavior and socialization skills.
Assists with the formulation and implements behavior modification programs.
Participates in various groups, meetings and committees.
Facilitates communication between various groups on behalf of the client or student.

Knowledge, Skills and Abilities
Thorough knowledge of the principles, practices and procedures of special education and specialty area; thorough knowledge of the principles and methodology of effective teaching of students with disabilities; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to effectively and analyze needs and problems objectively; ability to communicate ideas clearly and concisely, orally and in writing; ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public.

Education and Experience
Bachelor’s degree in teaching, or related field working with children, or equivalent combination of education and experience.

Physical Requirements
This work requires the frequent exertion of up to 10 pounds of force and occasional exertion of up to 50 pounds of force; work regularly requires speaking or hearing, frequently requires walking, using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms and pushing or pulling and occasionally requires standing, sitting, climbing or balancing, tasting or smelling, lifting and repetitive motions; work requires close vision, distance vision, ability to adjust focus and peripheral vision; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, using measuring devices, operating machines and observing general surroundings and activities; work frequently requires exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment and exposure to bodily fluids and occasionally requires exposure to outdoor weather conditions; work is generally in a loud noise location (e.g. grounds maintenance, heavy traffic).

Special Requirements
Minnesota Teaching license.
Experience working in a multi cultural setting and with diverse groups of people preferred.
Alternatives to the qualifications as the Superintendent may find appropriate and acceptable will also be considered.

Special Education Teacher

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Special Education Teacher – Elementary
Posting #2370

Major Responsibilities: Special Ed Teacher to serve students on IEP’s at Columbia Heights Public Schools in an Elementary setting.

Qualifications:

Appropriately licensed by MDE Internal Posting Dates: November 1, 2019 – November 8, 2019

Position is a 1.0 FTE (benefit eligible).

Start date for an internal applicant shall be determined at a later date.

Questions regarding this position should be directed to John Fry, Director of Special Education, 763-528-4540, [email protected]

Interested applicants should apply online www.colheights.k12.mn.us

Interviews will be scheduled at the request of the School District.

General Definition of Work
Performs intermediate professional work preparing and providing training and instruction to students with disabilities, individually and in groups; motivating students to develop skill in assigned subject matters; monitoring progress in accordance with IEP’s, and related work as apparent or assigned.  Work is performed under the limited supervision of the Director of Student Services.  Occasional oversight is exercised over Educational Assistants.

Qualification Requirements
To perform this job successfully, an individual must be able to perform each essential function satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions
Assesses and evaluates needs of students; evaluates students’ progress, maintains appropriate records; prepares progress reports.
Translates lesson plans into learning experience based on needs and abilities of students.
Provides instruction in individual or group sessions.
Provides positive role model to students, teachers and demonstrates appropriate behavior and socialization skills.
Assists with the formulation and implements behavior modification programs.
Participates in various groups, meetings and committees.
Facilitates communication between various groups on behalf of the client or student.

Knowledge, Skills and Abilities
Thorough knowledge of the principles, practices and procedures of special education and specialty area; thorough knowledge of the principles and methodology of effective teaching of students with disabilities; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to effectively and analyze needs and problems objectively; ability to communicate ideas clearly and concisely, orally and in writing; ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public.

Education and Experience
Bachelor’s degree in teaching, or related field working with children, or equivalent combination of education and experience.

Physical Requirements
This work requires the frequent exertion of up to 10 pounds of force and occasional exertion of up to 50 pounds of force; work regularly requires speaking or hearing, frequently requires walking, using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms and pushing or pulling and occasionally requires standing, sitting, climbing or balancing, tasting or smelling, lifting and repetitive motions; work requires close vision, distance vision, ability to adjust focus and peripheral vision; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, using measuring devices, operating machines and observing general surroundings and activities; work frequently requires exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment and exposure to bodily fluids and occasionally requires exposure to outdoor weather conditions; work is generally in a loud noise location (e.g. grounds maintenance, heavy traffic).

Special Requirements
Minnesota Teaching license.
Experience working in a multi cultural setting and with diverse groups of people preferred.
Alternatives to the qualifications as the Superintendent may find appropriate and acceptable will also be considered.

Superintendent

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Posting Date: December 30, 2019
Closing Date: February 7, 2020
Starting Date: July 1, 2020
Interview date: late February (to be determined)

General Announcement:
The Big Lake Public Schools is seeking candidates for the full-time position of Superintendent of Schools. The successful candidate will begin work on or around July 1, 2020, and will receive a competitive salary and benefit package commensurate with experience and qualifications. Big Lake’s mission is to “challenge, educate, and inspire all students to reach their highest level of achievement in academics, athletics, and the arts.”

Position Requirements:
Applicants must hold a license as Superintendent of Schools issued by the State of Minnesota or be eligible to obtain a license at the time the application is submitted. Experience as a school superintendent is preferred. Experience as a principal or similar public school district administrative position is otherwise required.

Desired Qualifications:

  • Knowledge and experience in the general administration of a comprehensive program of instructional and support services for pre-K through 12th-grade students and community education patrons.
  • Proficiency in communications and public relations including a record of positive involvement in the community.
  • Knowledge and experience in the development and implementation of instructional and support programs for learners of all ages.
  • Knowledge and experience in the management and development of school personnel.
  • Knowledge and experience of Minnesota public school finance and school district financial management including budget development, deployment, and monitoring.
  • Knowledge and experience in positive interactions with the local School Board and other governmental units.

School District Information:

  • The Big Lake School District serves 3,100 pk-12 students. In addition, children, families, and other district residents are served through early childhood and community education programs. Educational and support programs are delivered in four school buildings located in the City of Big Lake
  • The district employs 400 licensed and non-licensed staff members. The superintendent is supported by an Executive Director of Teaching and Learning, a Director of Business Services, a Technology Manager, a Buildings and Grounds Manager, a Director of Community Education, four Building Principals, and a Special Education Director (employed by Sherburne Northern Wright Educational Coop). In addition, an Activities Director, and four assistant principals are employed by the district. Food Service is outsourced to Chartwells, who employs a Food Service Director. An Administrative Assistant provides support to the Superintendent as well as other District office personnel.
  • The Big Lake School District is located about 45 miles northwest of the Twin Cities metro area. The convenient location on the Highway 10 corridor provides easy access to I 94.
  • The district provides rigorous and robust comprehensive education programs to meet the needs of all learners. Unique to Big Lake is the focus on citizenship, STEM education, and apprenticeships. PLTW (Project Lead the Way) courses are taught in all school buildings. Class sizes are smaller as compared to surrounding districts. The District’s preschool and ECFE programs are top-rated and very popular.
  • The school district’s operating budget is approximately $35.5 million. The district is financially healthy and holds 26.5% ($8.6 million) of its operating budget in the fund balance.
  • Additional information is available at the district’s website at www.biglakeschools.org

Application Process:
Interested parties should complete and submit the required application materials found on the school district’s application site. The following link will connect applicants to the application: https://www.applitrack.com/biglake/onlineapp/. Additional materials may be requested as the process moves forward.

Inquiries regarding the position can be directed to Search Consultant Greg Vandal at 320-247-3739 or [email protected].

DAPE/Phy Ed Teacher

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1.0 FTE – DAPE/Phy Ed Teacher – Beginning January, 2020.

.56 FTE – Rice Lake Elementary – .20 FTE Centennial Elementary – .24 FTE Centerville Elementary

Coordinator – Student Services

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Description:  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. Plan, supervise and coordinate student services at all grade levels. Supervise the collection, storage and release of student records.

Job Summary:  The essential functions of this position include, but are not limited to, the following fundamental job duties:Supervise staff in Student Services positions in coordination with building principals.
Supervise the planning, development, implementation and evaluation of program improvement in all areas of student services.
Establish and maintain good public relations through participation and leadership in parent advisory groups.
Manage resources effectively to further the mission of the district.
Design and support Professional Learning for Student Services staff.
Assume leadership for and engage in on-going collaboration to improve student learning.
Engage in effective communication and consultation with members of the organization and community.
Provide leadership for systemic change, priority results and specific Special Education programs.
Actively supports the work of the Director of Student services
Other duties as assigned.

RELATIONSHIPS:
REPORTS TO:   Director of Student Services
WORKS WITH:   District administrators, principals, teachers, and personnel of department