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Minnesota Association of School Administrators

Early Childhood Special Education Teacher

Early Childhood Special Education Teacher

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Position:  Early Childhood Special Education Teacher (ASD Center-Based)
Work Schedule:  Full-time, 186 duty days
Start Date: August 26, 2024
(New teacher professional development is required from August 12-14.)

Required Qualifications:

  • Valid MN teaching license in Early Childhood Special Education, Birth to Age 6
  • Ability to work collaboratively and positively with a multi-disciplinary team
  • Knowledge and experience with due process procedures
  • Excellent communication skills
  • Experience with conflict resolution
    Training and experience in behavior management and knowledge of crisis response

Responsibilities:

  • Adhere to due process guidelines using district recommended methods and instruments to evaluate and identify the special education needs of students, participate in team decisions regarding eligibility, and facilitate evaluation plans and reports.
  • Serve as a case manager for students by: developing and maintaining IEPs; facilitating IEP meetings; providing parents and/or guardians with Rights and Procedural Safeguards information and notification of team meetings in a timely manner; and developing and sharing progress reports with parents.
  • Working knowledge of and compliance with state and federal rules and regulations.
  • Maintain and promote confidentiality per data privacy, MN Government Data Practices Act, FERPA, and HIPPA legislation.
  • Provide direct instruction to students receiving special education and assist them with attaining their IEP goals.
  • Collaborate with general education teachers to plan and implement curriculum, state and district wide assessments.
  • Provide job performance feedback to, direct the work of, and support the paraprofessionals in the implementation of the students’ IEP goals.
  • Maintain data as required to monitor and evaluate student progress and communicate regularly with parents of students regarding progress of their child.
  • Advocate for the needs of the students with disabilities.
  • Develop and implement proactive and positive behavioral interventions based on FBA results.
  • Possess knowledge and ability to utilize techniques to maintain a safe environment (i.e. MANDT, CPI, building emergency plan, etc.)
  • Participate in relevant staff development opportunities, be knowledgeable about current promising practices in the field, and stay current with state rules and regulations governing special education.
  • Collaborate with related service providers.
  • Possess knowledge of technology strategies/equipment available to students and, when needed, provide strategy information to general education teachers.
  • Collaborate with outside agencies providing services for students and families, especially when interagency collaboration is required or requested by the family.
  • Communicate effectively and positively with staff, students, parents, and administration.
  • Inquire and bill third parties when parents agree to allow the district to bill their insurance company or medical assistance when needed.
  • Utilize conflict management strategies and resources for support when conflict occurs between staff and/or parents.
  • Attend cluster meetings related to special education.
  • Other related duties as assigned.

Special Education Teacher

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Position:  Special Education Teacher
Work Schedule:  Full-time, 186 duty days
Start Date:  August 26, 2024
(New teacher professional development is required from August 12-14.)
Pay: Steps and lanes are in accordance with the teacher labor agreement
Benefits:   Medical, dental, life insurance and other benefits as outlined in teacher summary of benefits

Required Qualifications:

  • Valid MN teaching license in a special education field (EBD License preferred)
  • Ability to work collaboratively and positively with a multi-disciplinary team
  • Knowledge and experience with due process procedures
  • Excellent communication skills
  • Experience with conflict resolution
  • Training and experience in behavior management and knowledge of crisis response

Responsibilities:

  • Adhere to due process guidelines using district recommended methods and instruments to evaluate and identify the special education needs of students, participate in team decisions regarding eligibility, and facilitate evaluation plans and reports.
  • Serve as a case manager for students by: developing and maintaining IEPs; facilitating IEP meetings; providing parents and/or guardians with Rights and Procedural Safeguards information and notification of team meetings in a timely manner; and developing and sharing progress reports with parents.
  • Working knowledge of and compliance with state and federal rules and regulations.
  • Maintain and promote confidentiality per data privacy, MN Government Data Practices Act, FERPA, and HIPPA legislation.
  • Provide direct instruction to students receiving special education and assist them with attaining their IEP goals.
  • Collaborate with general education teachers to plan and implement curriculum, state and district wide assessments.
  • Provide job performance feedback to, direct the work of, and support the paraprofessionals in the implementation of the students’ IEP goals.
  • Maintain data as required to monitor and evaluate student progress and communicate regularly with parents of students regarding progress of their child.
  • Advocate for the needs of the students with disabilities.
  • Develop and implement proactive and positive behavioral interventions based on FBA results.
  • Possess knowledge and ability to utilize techniques to maintain a safe environment (i.e. MANDT, CPI, building emergency plan, etc.)
  • Participate in relevant staff development opportunities, be knowledgeable about current promising practices in the field, and stay current with state rules and regulations governing special education.
  • Collaborate with related service providers.
  • Possess knowledge of technology strategies/equipment available to students and, when needed, provide strategy information to general education teachers.
  • Collaborate with outside agencies providing services for students and families, especially when interagency collaboration is required or requested by the family.
  • Communicate effectively and positively with staff, students, parents, and administration.
  • Inquire and bill third parties when parents agree to allow the district to bill their insurance company or medical assistance when needed.
  • Utilize conflict management strategies and resources for support when conflict occurs between staff and/or parents.
  • Attend cluster meetings related to special education.
  • Other related duties as assigned.

Adult Basic Education Teacher

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This part-time teaching position provides an opportunity to work with adults in Forest Lake Area Schools Community Education Adult Basic Education program located at the Forest Lake Area Schools Education Center. As a part of the ABE teaching team, this position will require using cooperative teaching strategies during instruction and integrating technology into learning. The focus of this position will be on teaching ESL students who are part of the Family Learning program or and LILA Language Ambassadors.

Equity Specialist – American Indian Education

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Position Type: Equity-Nonlicensed/Equity Specialist

Location: Educational Service Center

Closing Date: Open Until Filled

Apply Today.

Job Summary: Under the direction of Coordinator of Indian Education, the Indian Education Equity Specialist enhances student learning by helping students, parents, teachers, administrators, and other school staff to center racial equity and cultural relevancy into student engagement, parent engagement, community engagement, and staff development. Furthermore, to build and maintain supportive relationships that strengthen student and family connections to school and support the elimination of racial disparities, racial isolation, and to achieve equitable student achievement.

Responsibilities and tasks include:

The primary role of the Equity Specialist is to engage students and families in programming that centers racial equity and cultural relevancy. An additional role is to provide staff development that centers racial equity and cultural relevancy. Duties include collaborating with teachers and other school staff to establish learning partnerships through youth and parent programming; collaborating with school administrators, teachers, human services teams, and other school staff to identify and connect with students who are in need of additional support; liaising and collaborating with school administrator, human services team, and community resources to identify and provide appropriate services for families that transform their schooling experience for equitable results; helping students and families engage their cultural capital to experience schooling in a transformative way; providing outreach services to encourage the involvement of families in transforming the system to ensure equitable student achievement for all; supporting classroom teachers by preparing site Equity Teams to engage in educational transformation that results in equitable student achievement and culturally relevant learning environments; managing data and developing report information; and communicating and collaborating with stakeholders. Lead and learn for racial equity and cultural relevancy in system departments and committees in order to engage in system equity transformation.

The American Indian Education Equity Specialist will provide guidance, leadership and support to schools and departments in the form of professional development, coaching, and other duties as assigned. Assistance provided to schools and district staff will align with the core beliefs of the American Indian education department that include the following:  Supporting and strengthening increased educational outcomes for American Indian students by promoting culturally responsive instruction, curriculum development, and assessment; family and student engagement; and partnerships with departments, schools and the broader community.

American Indian Education empowers American Indian students and their families and enhances their potential through culture-based educational programming. The program reflects key values of families and staff:

Importance of our children;
Importance of education; and
Importance of American Indian culture and heritage.

We are seeking candidates who possess demonstrated leadership skills within a school/district environment; have experience working with American Indian students and families; and be able to demonstrate experience in designing, implementing, and collaborating when providing adult training opportunities and professional development using Indigenous pedagogy and MN state standards. Qualified candidates should advocate for student learning, convey innovative ideas to teachers and school teams, provide strong interpersonal communication skills, utilize problem solving skills effectively, and guide teams towards equitable, evidence based instructional and culturally responsive practices.

Essential duties and responsibilities may include, but are not limited to, the following:

Initiate, design and implement culturally specific professional development to district leaders, administrators, and both licensed and unlicensed staff who work within the district within approximately 30schools with focus in the area of American Indian education.
Build relationships with licensed staff in order to coach on: designing and implementing curriculum, pedagogy, and assessment (including progress monitoring and strategic interventions) which includes MN State Standards, specifically American Indian Standard requirements, into all student instruction, curriculum and assessment with intentional use of current student data that accelerates achievement and increases academic outcomes of American Indian students while promoting positive American Indian family engagement.
Synthesize through collaboration all previous ISD 279 curriculum efforts and work with Learning & Achievement Team members in content areas to link specific materials and district standards.
Research, recommend, and model how to implement academic, functional and social emotional evidence based practices to improve student outcomes within a school community.
Research, recommend, model, and disseminate current research and best practice in all areas for learners in Indian Education with intense focus on literacy.
Identify exemplary programs, supplemental components, learning materials and assessment methods for Indian Education.
Increase parent and community awareness of curriculum initiatives for Indian Education.
Assist the Coordinator, and other staff within the department, in conducting staff, student and parent information meetings regarding Indian Education initiatives and conducting needs assessments.
Attend events and act on behalf of the Director and department as needed.
Other duties as assigned.
Minimum Qualifications Include:

Bachelor’s degree or 2 year college and 3-5 years related experience.
Preferred Qualifications:

Degree in Social Services/Social Work & Counseling, Education, Social Justice, Youth Studies, American Indian Studies or other related field of study

Knowledge, Skills, and Abilities include:

Good communication skills; must have ability to relate effectively with students and staff.
Working with a diverse population.
Effective communication skills, including word processing and e-mail.
Ability to generate enthusiasm and motivate students and adults.
Organization and ability to work on several projects simultaneously.
Creating collaboration among groups of internal and external groups – ability to form bridges between home and school environment – ability to access community resources.
Ability to be self-directed and to initiate work independently.
Ability to work with students, parents, and educators in academic, home and community settings.
Ability to travel within the district.
Ability to lift up to 50 pounds, sit, walk, and/or stand for extended periods of time, both indoors and outdoors.
Salary:  $52,680 – $62,183 annually.  View salary grid on Page 2, Section 1 of the Salaried Professional’s contract
Job Type/Schedule: Full-time (40/hrs/week), School year, 186 days
Bargaining Unit: Salaried Professionals

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
and more
Equal Employment Opportunity Statement:

Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.

Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check Upon Conditional Offer:

Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required. Criminal convictions are reviewed on a case-by-case basis.

Apply Today.

Assistant Principal, Secondary

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POSITION:

Assistant Principal, Secondary

TYPE OF POSITION:

230 Days

 

QUALIFICATIONS:

Required

Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years relevant 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 the guaranteed and viable curriculum.
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 licensed and non-licensed 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.