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Minnesota Association of School Administrators

Administrative Assistant

Administrative Assistant

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Join an innovative and driven team working to make a difference in student outcomes in one of the most unique school districts in Minnesota. District 287 is looking to add a skilled and creative team member to work alongside the Director of Equity and Inclusion and other district leaders to drive racial equity programs and implement communications plans. Join a team committed to providing innovative specialized services to students with unique learning needs.

The Racial Equity Administrative Assistant will support communicating to internal and external audiences and tracking the District 287’s programmatic race equity work. The candidate should have knowledge of various social media platforms and a knowledge of issues related to cultural integration and intercultural competency. Additionally, this position is accountable for performing a wide variety of administrative support functions requiring an understanding of organizational policies and procedures.

Intermediate District 287 is a West Metro school district for unique learners. Our healing community works together to achieve racial equity. We value diverse perspectives and life experiences and our strategic vision includes hiring and retaining racially diverse and racially conscious staff across all levels of our organization.

Cover Letter Required: To help us evaluate candidates, we are asking all candidates to provide a cover letter to be considered for this position.

Position Details:

Pay Rate & Benefits:

  • Pay Rate: $23.95 – $25.00
  • Generous Benefits: Medical (including infertility benefits), dental, life insurance, long-term disability insurance, paid leave, pension, optional 403b, and an incredible employee assistance program (includes 6 free counseling sessions)

 

Director of Finance

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Knowledge, Skills, and Abilities

  • Considerable knowledge of and ability to apply management principles and techniques;
  • Considerable knowledge of and ability to apply principles and practices of public administration with special references to governmental budget management and governmental accounting;
  • Considerable knowledge of relevant State and Federal laws, statutes and regulations;
  • Considerable knowledge of Special Education Revenue and Special Education Tuition billing;
  • Considerable knowledge of the principles and procedures of personnel, payroll, purchasing, grant administration and contract administration;
  • Considerable oral and written communications skills; considerable interpersonal skills; considerable negotiation and conflict resolution skills;
  • Considerable ability in the preparation and analysis of financial and statistical reports and ability to utilize EDP systems for financial management;
  • Ability to establish and maintain cooperative and effective working relationships with individuals from diverse backgrounds.

Essential Functions
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Some functions listed may be more prominent than others depending on organizational needs.

  • Administers the staff and operations of the fiscal management functions including budget preparation and management, accounting, and financial reporting and analysis;
  • Develops, implements and evaluates department policies, goals and objectives;
  • Designs, develops and monitors department programs and activities;
  • Implements new procedures and procedural revisions;
  • Acts as liaison with other operating units, agencies and outside officials regarding department policies and procedures;
  • Determines appropriate staffing levels and assists in the management, supervision and coordination of staff;
  • Designs and implements performance review standards for department staff;
  • Maintains contact with individuals within and outside of the department who might have an impact on department policy or program activities;
  • Directs financial planning activities including long and short-term forecasting;
  • Assists data processing experts in the planning and implementation of financial aspects of automated systems;
  • Utilizes automated systems for financial reporting and analysis;
  • Prepares programmatic fiscal/administrative analysis and impact statements on proposed regulations and legislation;
  • Manages fiscal services functions including budget, accounting, tuition billing, purchasing, and payroll;
  • Manages district cash flow analysis and investments decisions;
  • Develops and monitors internal control procedures;
  • Verifies accuracy and consistency of district billings;
  • Manages the District’s tuition rate setting, tuition billing and collections;
  • Oversees and administers policies, practices, programs and objectives, in the assigned programs, projects and specialized areas of expertise;
  • Ensures timely completion of the District’s financial audit, and ensures implementation of any needed changes or adjustments;
  • Manages district contracts and purchasing requirements;
  • Maintains communications with member district business managers, obtaining and providing information and reporting as needed;
  • Administers the District’s grants and related activities;
  • Ensures the proper maintenance of financial records for the District;
  • Applies Minnesota Public School Finance (UFARS) and governmental fund accounting principles to departmental and District fiscal and financial needs;
  • Performs other related duties as they are assigned.

The Intermediate District 287 Board of Education believes in these core values:

  • Each person has intrinsic value.
  • Each person has the capacity to contribute to society.
  • When people with varying perspectives collaborate, the impossible becomes possible.
  • Learning unlocks human potential.
  • Integrity is essential for sustaining effective relationships.
  • Respect for each person and the diversity of ideas enriches the individual and strengthens society.
  • Responsiveness and innovation are key to a thriving and changing world.
  • Each person performs best when engaged, connected, and supported.

NCIC Facilitator – Equity Advocacy Coalition

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The Nobles County Integration Collaborative (NCIC) – a consortium of adjacent school districts in the Nobles County area – promotes student success and community acceptance of differences by providing opportunities for students, families and staff from diverse backgrounds to learn from and with one another.  The NCIC is seeking professional development facilitators/presenters to do presentations for our Equity Advocacy Coalition.  The topics for presentation will be focused on identifying and discussing systemic injustices and creating equity.

SECTION II:  ESSENTIAL DUTIES AND RESPONSIBILITIES
Plan, prepare, and implement a presentation about issues related to diversity, equity, inclusion, social justice and/or systemic oppression to an audience of mainly licensed educators and administrators.
Create engaging and informational media content that can be projected in the classroom and online.
Work with NCIC and ISD 518 staff members when preparing and implementing the presentation.
DEGREE INFORMATION:

Type of degree: (B.S., M.A., etc.)

Minimum of high school diploma or GED.

 

Required Work Experience in Addition to Formal Education/Training: Education, research, and/or experience related to the subject matter being presented and the ability to effectively relay the message to licensed teachers and administrators.

ESSENTIAL SKILLS REQUIRED TO PERFORM THE WORK

Strong oral and written communication skills
Ability to present content to an audience in English.
Education, research, and/or background experience related to content.
When needed, ability to use audio/visual equipment and applications in the classroom environment.
Equal Employment Opportunity
It is the policy of the Worthington School District to provide equal employment opportunity for all, without discrimination on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation or age.

School Psychologist – Long Term Substitute

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Long-Term Substitute

7.5 hours/day (60 days ~ approximately 11.1.24-2.6.25)

QUALIFICATIONS:
1. WI DPI license commensurate with the specific assignment.
2. Experience in the field of school psychology preferred.

JOB GOAL:
To perform all necessary psychological services to the students as identified as essential functions.

ESSENTIAL FUNCTIONS:
Psychoeducational Assessment:
• Conduct individual student assessments which may include the areas of intelligence, academic achievement, perceptual skills, social/emotional development and social/adaptive skills.
• Prepare written psychoeducational reports.
• Use assessment data to help develop educational programs for students.

Student Support Team Participation:
• Participate on student support teams to develop and evaluate pre-referral interventions.
• Assist with implementation of interventions when appropriate.
• Maintain appropriate documentation of school efforts and follow-up if unsuccessful.

Consultation:
• Consult with teachers and administrators regarding student behavior, social concerns, and academic achievement in order to develop strategies to meet the student’s educational needs.
• Consult with parents to assist them in understanding child development and to develop strategies to address their concerns.
• Assist regular and special education teachers with classroom academic and behavior management plans.
• Identify appropriate outside resources for parents and teachers.
• Provide relevant staff development and parent training.

Student Services Team Collaboration:
• Collaborate with Student Services Team members to develop and implement student programs.
• Assist in the organization and evaluation of the Student Services Team as implemented at the building and District levels.

Student Interventions:
• Provide brief student interventions to improve social/emotional development, alleviate situational stressors and assist with academic difficulties.
• Conduct screenings to determine if other interventions may be appropriate.
• Intervene with students and consult with parents, staff, and other outside agencies when students evidence suicidal ideation, gesturing or attempts.
• Collaborate with other Student Service Team members and building administrators relative to student issues of abuse/harassment.

Due Process Coordination (IDEA, 504 and Child Study):
• Maintain knowledge of current law and practice relative to special education/504 due process procedures.
• Assure compliance with due process procedures from referral through placement.
• Chair IEP/Child Study meetings and complete IEP/Child Study report and other associated paperwork.
• Provide inservice to staff addressing current due process requirements and practices.

General Duties:
• Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
• Attending work regularly.
• Performing other duties as assigned.

School Psychologist – Long Term Substitute

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Long-Term Substitute

7.5 hours/day (60 days ~ approximately 11.1.24-2.6.25)

QUALIFICATIONS:
1. WI DPI license commensurate with the specific assignment.
2. Experience in the field of school psychology preferred.

JOB GOAL:
To perform all necessary psychological services to the students as identified as essential functions.

ESSENTIAL FUNCTIONS:
Psychoeducational Assessment:
• Conduct individual student assessments which may include the areas of intelligence, academic achievement, perceptual skills, social/emotional development and social/adaptive skills.
• Prepare written psychoeducational reports.
• Use assessment data to help develop educational programs for students.

Student Support Team Participation:
• Participate on student support teams to develop and evaluate pre-referral interventions.
• Assist with implementation of interventions when appropriate.
• Maintain appropriate documentation of school efforts and follow-up if unsuccessful.

Consultation:
• Consult with teachers and administrators regarding student behavior, social concerns, and academic achievement in order to develop strategies to meet the student’s educational needs.
• Consult with parents to assist them in understanding child development and to develop strategies to address their concerns.
• Assist regular and special education teachers with classroom academic and behavior management plans.
• Identify appropriate outside resources for parents and teachers.
• Provide relevant staff development and parent training.

Student Services Team Collaboration:
• Collaborate with Student Services Team members to develop and implement student programs.
• Assist in the organization and evaluation of the Student Services Team as implemented at the building and District levels.

Student Interventions:
• Provide brief student interventions to improve social/emotional development, alleviate situational stressors and assist with academic difficulties.
• Conduct screenings to determine if other interventions may be appropriate.
• Intervene with students and consult with parents, staff, and other outside agencies when students evidence suicidal ideation, gesturing or attempts.
• Collaborate with other Student Service Team members and building administrators relative to student issues of abuse/harassment.

Due Process Coordination (IDEA, 504 and Child Study):
• Maintain knowledge of current law and practice relative to special education/504 due process procedures.
• Assure compliance with due process procedures from referral through placement.
• Chair IEP/Child Study meetings and complete IEP/Child Study report and other associated paperwork.
• Provide inservice to staff addressing current due process requirements and practices.

General Duties:
• Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
• Attending work regularly.
• Performing other duties as assigned.

School Psychologist – Long Term Substitute

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Long-Term Substitute

7.5 hours/day (60 days ~ approximately 11.13.24-2.17.25)

QUALIFICATIONS:
1. WI DPI license commensurate with the specific assignment.
2. Experience in the field of school psychology preferred.

JOB GOAL:
To perform all necessary psychological services to the students as identified as essential functions.

ESSENTIAL FUNCTIONS:
Psychoeducational Assessment:
• Conduct individual student assessments which may include the areas of intelligence, academic achievement, perceptual skills, social/emotional development and social/adaptive skills.
• Prepare written psychoeducational reports.
• Use assessment data to help develop educational programs for students.

Student Support Team Participation:
• Participate on student support teams to develop and evaluate pre-referral interventions.
• Assist with implementation of interventions when appropriate.
• Maintain appropriate documentation of school efforts and follow-up if unsuccessful.

Consultation:
• Consult with teachers and administrators regarding student behavior, social concerns, and academic achievement in order to develop strategies to meet the student’s educational needs.
• Consult with parents to assist them in understanding child development and to develop strategies to address their concerns.
• Assist regular and special education teachers with classroom academic and behavior management plans.
• Identify appropriate outside resources for parents and teachers.
• Provide relevant staff development and parent training.

Student Services Team Collaboration:
• Collaborate with Student Services Team members to develop and implement student programs.
• Assist in the organization and evaluation of the Student Services Team as implemented at the building and District levels.

Student Interventions:
• Provide brief student interventions to improve social/emotional development, alleviate situational stressors and assist with academic difficulties.
• Conduct screenings to determine if other interventions may be appropriate.
• Intervene with students and consult with parents, staff, and other outside agencies when students evidence suicidal ideation, gesturing or attempts.
• Collaborate with other Student Service Team members and building administrators relative to student issues of abuse/harassment.

Due Process Coordination (IDEA, 504 and Child Study):
• Maintain knowledge of current law and practice relative to special education/504 due process procedures.
• Assure compliance with due process procedures from referral through placement.
• Chair IEP/Child Study meetings and complete IEP/Child Study report and other associated paperwork.
• Provide inservice to staff addressing current due process requirements and practices.

General Duties:
• Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
• Attending work regularly.
• Performing other duties as assigned.