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Minnesota Association of School Administrators

Administrative Dean 

Administrative Dean 

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Join Our Team!

At Eastern Carver County Schools, we are committed to creating a school environment where everyone feels welcome, safe, and included, and where every child has access to the tools and opportunities they need to succeed. Our schools empower students to achieve their personal best, engage in lifelong learning, and be thoughtful and responsible citizens. All employees in our school district play an important role in ensuring this goal is achieved and we would love to have you join our team!

Administrative Dean
Chanhassen High School
For specific information contact: Doug Bullinger at [email protected]
Position Start Date: August 2024FTE/Days:  1.0 FTE/ 195 days August – June
Reports To:  Building Principal

Job Summary:
The Administrative Dean is responsible for providing assistance to the Principal in the general administration and management of the building.  The Administrative Dean is the primary administrator and coordinator of the day to day student management and attendance matters.  The Administrative Dean will also assist the principal in hiring and supervising staff and in providing instructional leadership and staff development opportunities for staff. Please see essential duties and responsibilities in the attached job description.

Education/Certification Requirements:  A valid, K-12 Principal license issued through PELSB is required.

Experience Requirements: Exemplary teaching and/or administrative experience is required. Middle school teaching experience preferred.

Compensation: Annual base salary of $112,277. Additional compensation, including Education Credit, pursuant to the Principals’ Association Master Agreement.
Benefits:  As defined by the parameters of the Principals’ Association Master Agreement, an annual amount of $10,500 will be available for the Administrative Dean to distribute as he/she designates among benefits (health insurance, dental insurance).  The Administrative Dean must enroll in at least single health coverage. Additional benefits include:Term life insurance policy equal to $250,000.00, the employee may purchase additional coverage (accidental death and dismemberment or supplemental life.)
District contribution to Deferred Compensation Plan up to $3,900 per year
Professional Development:  District contribution of $1500 per year
Professional Association Dues:  District pays for one State and one National association
Annual performance pay if requirements are met
Ten (10) days of Personal Time off (PTO) and three (3) sick days are granted per year

Application Procedure:  This position will remain open until the end of the business day on June 14, 2024. Application review process will begin after this date. Please apply online at:  http://www.district112.org  (only online applications will be accepted).

All job offers from Eastern Carver County Schools are conditioned upon passing a pre-employment criminal background check and ISD 112 School Board approval. If recommended for employment, applicant will provide proof of legal right to work in the United States if required. Eastern Carver County Schools is an Equal Opportunity Employer.

Elementary Regional Literacy Network Coach

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Summary/Objective

A Regional Literacy Network Coach is an MDE-funded service cooperative employee who serves as a member of the Statewide Regional Literacy Network and provides support for regional implementation of the READ Act.

To ensure consistent and sustained evidence-based literacy instruction for all students, MDE’s vision is to leverage multiple statewide providers. MDE aims to create a unified statewide ecosystem of support and collaboration across MDE, MSC, and CAREI to build the capacity within districts to manage and sustain local evidence-based literacy instruction with fidelity, resulting in improved literacy outcomes for every student across Minnesota.

The person hired as a Regional Literacy Coach will be committed to addressing historical and persistent inequities in opportunities and outcomes for students of color and students with disabilities, will be responsible for strengthening educator capacity to deliver evidence-based literacy practices in Tier 1 (core) instruction through the Regional Literacy Network (RLN) Coaching Model to move all students toward literacy grade level proficiency, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed.

Essential Functions

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Regional Literacy Network Team Responsibilities

  • Commitment to the Minnesota Department of Education’s (MDE) implementation of the READ Act with a focus on promoting proficiency in literacy for all students.
  • Build the capacity of educators to implement evidence-based structured literacy practices under the direction of MDE in partnership with CAREI.
    • Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
    • Utilize change management strategies while supporting district lead and/or coaches to implement evidence-based literacy practices with their educators and students.
  • Collaborate with the Regional Literacy Network Lead to build processes and procedures for implementing the READ Act legislation with a primary focus on the RLN Literacy Coaching of evidence-based structured literacy practices.
    • Participate in the training and coaching support of the RLN Coaching model
    • Consult with principals, instructional leaders or literacy coaches, and teaching staff in schools and districts to analyze their needs and problem-solve for practical solutions.
    • Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to participating schools and districts.
    • Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
  • Support organizational equity goals and employ strategies to increase diversity, equity, and inclusion in all job responsibilities.

 Minnesota Service Cooperative (MSC) Responsibilities

  • Serve as a Regional Literacy Network Coach on the regional COMPASS team. Collaborate with colleagues to ensure support is provided across all areas related to literacy.
  • Collect and analyze regional knowledge and capacity data to identify support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
  • Based on data analysis, provide support and coaching to internal Service Cooperative staff to build capacity for implementing practices aligned with the READ Act.

 School Responsibilities

  • Support site-level coaching in PK-12 settings for implementation of evidence-based Structured Literacy practices.
  • Provide site-level support in classroom data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
  • Provide site-level support in interventions and screening.
  • Effectively identify the needs of assigned sites to prioritize, schedule, and organize support so that every student achieves grade-level reading proficiency every year.
  • Provide appropriate literacy support to sites so there can be a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for each student.
  • Other duties as assigned.

Competencies

  1. Understanding of pedagogy and best practices within education
  2. Understanding of adult learning principles and group facilitation
  3. Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
  4. Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
  5. Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
  6. Ability to function cooperatively and collaboratively with colleagues and educators
  7. Ability to reflect on and continuously improve professional practices
  8. Ability to adapt to and work with a variety of school contexts
  9. Excellent organizational skills and attention to detail
  10. Creative analytical and problem-solving skills
  11. Effective written and verbal communication skills
  12. Ability to work effectively and efficiently across agencies and partnerships; individually and as a team member
  13. Ability to show initiative in resolving problems
  14. Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
  15. Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
  16. Ability to conduct oneself in a professional and customer service-based manner at all times
  17. Proficient in the use of office applications and online learning platforms

Education and Experience
Bachelor’s degree in education, school psychology, or a related field

  • At least 5-7 years experience in elementary education
  • Successful completion (or near completion) of one of the three approved trainings: EC LETRS, LETRS K-3, OL&LA, and/or CAREIALL
  • Current teaching, administrative, or related field license (including SLP)
  • Minimum five years of teaching experience
  • Valid MN Driver’s License

Preferred Education and Experience

  • Master’s degree in related education field (school administration, curriculum and instruction, special education, etc.)
  • Certified Facilitator or Trainer in one of the three approved trainings: EC LETRS, LETRS K-3, OL & LA, and/or CAREIALL

Environment & Physical Demands

This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

This is a full-time, 260-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

Competitive salary and benefits, including TRA and a flexible work environment.

Executive Director of Minnetonka Community Education

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  1. Serves as a member of the Superintendent’s Cabinet as the leader of district-wide community education services and strategies. Provide leadership for all MCE programs and events, including early childhood, youth and adult programs, and management of the MCE building
  2. Develop and administer the Minnetonka Community Education program budget.
  3. Secure sponsorship for MCE events and programs.
  4. Serves as a member of the Superintendent’s Cabinet as the leader of district-wide community education issues and strategies.
  5. Develop and maintain School Board policies, District protocols, and operational plans related to MCE that are in compliance with state and federal law and are consistent with the District’s vision, mission, and strategic plan.
  6. Ensure robust and effective marketing of MCE including the publication of the MCE catalog.
  7. Develop and complete mutual commitments tied directly to the District’s Strategic Plan
  8. Serve as primary liaison between the Minnetonka Community Education Advisory Council, the Superintendent, participating City Councils and various community organizations regarding issues related to MCE.
  9. Provide leadership for the Minnetonka Community Education Advisory Councils.
  10. Performs other duties of a similar nature or level that may be assigned

Early Childhood Family Education Parent Educator

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Teacher Level: Early Education Parent Educator

Building Location: Early Education

Part-Time

Develop lesson plans and activities specifically for adult learners; enlist a variety of activities, materials and technology to support parents in their personal and parenting growth; stay current on “Best-Practices” in parent and family well-being; stay current on research surrounding brain development and family health.

Establish and maintain an inclusive and welcoming atmosphere in which to facilitate parent groups; implement programs which encourage parent involvement and development; encourage teachers to communicate to parents the importance of their involvement in their children’s classroom experience; provide parents with research and “Best-Practices” parenting skills; accommodate special needs including English Language Learners, non-literate parents, and mental health/chemically dependency challenges; maintain an atmosphere of mutual respect, support, confidentiality, acceptance and accountability.

Create positive community relations through print information, social media platforms and electronic communications; design and distribute program information using District marketing templates and policies.

Attend professional development activities; assist in identifying areas for future growth and development; participate in internal and external meetings, open houses and special events.

Benefits:

Sick leave based on the minimum standards of the Earned Safe and Sick Time law
Employee Assistance Program (EAP)

Teacher- English/Language Arts (Grade 8)

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal or person designated by the district administrator.

SUPERVISES:
Students, student teachers or others as assigned.

JOB RESPONSIBILITIES:
The classroom teacher shall:
1. Make provisions in the classroom utilizing the philosophy that all children can learn as per mission statement.
2. Teach curriculum as per scope and sequence and/or department curriculum.
3. Modify curriculum as appropriate and as needed in the curriculum review cycle.
4. Provide an appropriate opportunity for students to master the Wisconsin Model Academic Standards.
5. Provide in a timely fashion the necessary documentation for completing the materials adoption process when appropriate.
6. Develop, implement and evaluate personal and professional instructional goals with the assistance of the building principal as part of ongoing staff development.
7. Identify and provide a program of study that meets the individual needs, interests and abilities of students.
8. Prepare for classes assigned and provide written evidence of preparation per building procedures.
9. Guide the learning process toward the achievement of curriculum goals, consistent with the district’s philosophy, and establish clear objectives for all lessons, units, projects and communicate these objectives to students.
10. Strive to implement, by instruction and action, the district’s educational philosophy and instructional goals and objectives.
11. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
12. Encourage students to set and maintain standards of classroom behavior.
13. Develop reasonable rules for classroom behavior and related procedures.
14. Maintain order in the classroom in a consistently fair and just manner.
15. Employ a variety of instructional techniques, instructional media and assessment tools.
16. Assess the accomplishments of students on a regular basis, provide timely feedback to students, and provide progress reports as required.
17. Assess student progress towards mastery of the Wisconsin Model Academic Standards as appropriate.
18. Identify any learning and behavioral difficulties of students on a regular basis, seeking the assistance of district specialists and the Individual Education Team meeting.
19. Take necessary and reasonable precautions to protect students, equipment, materials and facilities.
20. Maintain accurate and complete records as required by law, Board policy and administrative regulation.
21. Assist the administration in implementing Board policies and rules.
22. Encourage parent/guardian involvement by taking an active role and being available to students and parents/guardians for education-related purposes when required or requested to do so under reasonable terms.
23. Maintain effective lines of communication among staff, parents/guardians and supervisors to assist in the education of each child.
24. Serve as a role model by demonstrating a positive attitude, appropriate dress, timeliness, proper preparation and strong work habits.
25. Be responsible for students in his/her charge and for any and all students of the school during the school day and during school functions.
26. Work cooperatively with all staff, promote interdisciplinary collaboration and be supportive of other building/district programs.
27. Take responsibility for staying professionally current.
28. Attend all building faculty, department and Individual Education Plan (IEP) staffings and meetings as required or upon request.
29. Assume all other responsibilities and perform all other duties as assigned by the building principal or person designated by the district administrator.