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Minnesota Association of School Administrators

Middle School Grade 6 English Language Arts Teacher

Middle School Grade 6 English Language Arts Teacher

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Position: Middle School Grade 6 English Language Arts

Location: Discovery Middle School

Position Type: 1.0 FTE

Bargaining Unit: Education Minnesota Alexandria

FLSA Status: Exempt

 

Deliver classroom instruction; implement lesson plans on instructional units; develop and
determine methods, approaches and instructional units; maintain a classroom environment that
is conducive to learning.
Assess and evaluate student performance against lesson plans; determine the need for reinstruction
or need for new approach; reinforce information previously taught in the classroom;
determine grades for reporting purposes; monitor student performance and behaviors and
determine how to approach bad behaviors.
Develop and plan instructional activities; develop and implement lesson plans personalized for
individual student needs; assist in the development and implementation of Individual Education
Plans (IEPs); implement student assessments and evaluate results; determine assessment
process for instructional units; research topics and materials designed to improve instructional
presentations.
Prepare for substitute teachers; communicate with parents and participate in parent/student
conferences; participate and prepare for peer evaluation process.
Supervise students during the school day according to the established building schedule; provide
indirect supervision during regular school days.
Collaborate with staff in evaluating individual student issues and approaches to instructional
units; evaluate new teaching technologies and/or procedures.
Participate in meetings (building staff meetings, departmental meetings, grade level meetings,
staff development, open house/orientation) as necessary or required; attend professional
development activities.

Benefits:

Health Insurance
Choose from 3 plan offerings
District contribution of $700 per month
Dental Insurance
District contribution of $40 per month
13 sick leave days per year
2 personal leave days per year
$50,000 Group Term Life Insurance paid for by the District
Long-Term Disability
Employees are required to enroll and pay for this benefit
Employee Assistance Program (EAP)
No cost to employees
Voluntary Benefits (Employee-Paid):
Voluntary Life Insurance & Accidental Death and Dismemberment
Vision insurance
Pet insurance
Aflac offerings:
Short-Term Disability (STD)
Critical Illness
Hospital Indemnity
Accident
Ben Extend
2% 403b match upon completion of probationary period

Chief Academic Officer/Assistant Superintendent

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POSITION SUMMARY: The Chief Academic Officer / Assistant Superintendent provides strategic leadership to enhance, align, and innovate district learning systems. This includes oversight of professional learning, instructional technology, and instructional design. The role supports the Superintendent in executing the district’s vision, strengthening system-wide capacity, and aligning initiatives with the Board of Education’s direction.

ESSENTIAL DUTIES & RESPONSIBILITIES:

  • Oversee the development and implementation of student learning programs and initiatives, including curriculum, instruction and assessment.
  • Supervise and guide the District’s Instructional Technology Services to align with instructional goals.
  • Provide visionary leadership to support continuous system improvement across K-12 schools.
  • Design and implement ongoing, research-based professional development aligned with best practices and focused on enhancing student achievement.
  • Support principals and associate principals in strengthening instructional leadership and building staff capacity.
  • Ensure professional development aligns with the district’s vision, mission, and strategic priorities.
  • Assist in developing and managing the professional learning budget to ensure resource alignment with instructional goals.
  • Integrate staff development into daily practice and foster collaborative learning communities at all levels.
  • Guide development, implementation, and evaluation of pre-service and in-service training for certified staff, including school-level professional development planning.
  • Support the development of teacher leaders to enhance school and district improvement efforts.
  • Oversee and strengthen the mentoring program and seminars for Initial Educators.
  • Create and manage systemic programs and tools that elevate adult learning and organizational improvement.
  • Partner with external organizations to provide high-quality professional development aligned with district initiatives.
  • Use data to assess and improve the effectiveness of professional learning initiatives.
  • Maintain active engagement with state, regional, and national leaders in educator evaluation and professional development.
  • Create and manage budgets, timelines, and support systems for professional development projects.
  • Advise the Board of Education, Superintendent, and administrators to improve instructional programs and student learning outcomes.
  • Serve on district leadership teams, including Cabinet, Hudson Lead and Hudson Learn, contributing to district-wide decision-making and leadership.
  • Oversee and support implementation of the District’s instructional goals.
  • Act as Superintendent in their absence, managing district operations and responsibilities as needed.
  • Perform other duties as assigned by the Superintendent.

REPORTS TO: Superintendent

SUPERVISES: Principals, Virtual School Coordinator, Assistant Director of Teaching and Learning and Assistant Director for Information Technology

PHYSICAL REQUIREMENTS:
This work regularly requires sitting, standing, walking, speaking, hearing and occasionally requires pushing, pulling, lifting, and operating machines; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word; 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, and observing general surroundings and activities; work is generally in a moderately noisy location (e.g. school offices/classrooms/passageways). Shall complete a physical examination as required by Wisconsin Statute 118.25.

9-12 Science Teacher

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Position Summary:
This position will primarily be teaching 10th-grade general biology.

Qualifications:
– Valid MN 5-12 science teaching license. Valid MN 7-12 science teaching license is also acceptable. Life science licensure preferred.
– Strong instructional strategies.
– Commitment to ensuring all students learn at high levels.
– Collaboration with colleagues, parents, and students.
– Commitment to an equitable education experience for all.
– Consistent and reliable attendance is required.

FTE/Schedule:
1.0 FTE

Rate of Pay: 
Based on candidate’s experience and education per the OEA Master Agreement *pending contract negotiations

Benefits offered for this position are as listed: Teacher – Full Time and Part Time:
Health Insurance is offered through Blue Cross Blue Shield (single and family)
Dental Insurance (Single and Family)
$70,000 Life Insurance
Long Term Disability
Teacher Retirement Association (TRA) pension
403(B) Matching Annuity Plan – up to $1,700/year match
Earned Sick and Safe Time (ESST)/ Sick Time
Personal Day(s)

ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

Occupational Therapist – 0.5 FTE

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Occupational Therapist – 0.5 FTE

Position Purpose 
School-based occupational therapists (OTs) use meaningful activities (occupations) to help children and youth participate in the educational activities they need and/or want to do in order to promote physical and mental health and well-being. Using a collaborative model, school-based occupational therapy addresses the physical, cognitive, psychosocial and sensory components of performance. OTs focus on supporting student growth in academics, play and leisure, social participation, self-care skills (Activities of Daily Living (ADLs)), and transition/work skills. The OT’s expertise includes activity and environmental analysis and modification with a goal of reducing the barriers to participation. Occupational therapy is provided through a collaborative model in schools.

Essential Duties

  • Identification, Screening and Evaluation
    • Conduct in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decisions
    • Complete informal screening of students whose parents or teachers express concerns regarding a student’s fine motor, sensory, functional or self-regulation needs
    • Conduct school-based evaluations for students ages three through 21 suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
    • Facilitate procurement and review of appropriate medical records, as applicable
    • Interpret results of motor assessments to determine the effect of fine motor impairments and/or sensory or self-regulation deficits on a students’ ability to learn and access the educational setting
    • Complete relevant portions of evaluation summary reports, including the documentation of evaluation results and present levels, the identification of educational needs, and, when appropriate, additions and modifications necessary to promote adequate progress and access to the general curriculum
  • Service Delivery
    • Develop therapeutic strategies and accommodations specific to the student’s needs
    • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
    • Incorporate self-regulation strategies to promote readiness for learning
    • Provide direct and indirect OT services to infants and toddlers, ages birth to three, in home setting throughout the calendar year
    • Provide direct and indirect OT services to students ages three through 21 throughout the school year
    • Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
    • Maintain proper documentation of service, in accordance with state and federal requirements
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible instructional materials, as needed
  • Consultation and Collaboration
    • Assist in Individualized Education Program (IEP) planning for students with physical disabilities, differences in sensory awareness, and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to Occupational Therapy service, and determining appropriate accommodations, modifications, and supports
    • Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the Minnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
    • Participate in planning and procedural committee meetings at SCRED
    • Advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified
    • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
  • Professional Learning
    • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of the use and care of specialized equipment, curriculum materials, self-regulation, and motor strategies, and environmental modifications
    • Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
    • Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested
    • Develop resources pertinent to occupational therapy services when the need for such resources is identified
    • Actively participate in the regional OT community of practice (COP) as well as other relevant state or regional professional learning opportunities
  • Other Duties
    • Perform other duties as assigned