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Minnesota Association of School Administrators

Director of Staffing, Hiring, & Retention

Director of Staffing, Hiring, & Retention

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Position: Director of Staffing, Hiring, & Retention

Purpose: Supervise Staffing Coordinators; direct the district’s hiring and staffing processes; interpret employment agreement language; develop and support strategies to meet current and future information processing/reporting requirements; provide technological support and training; and assist the Executive Director of Human Resources so that all staffing related functions meet legal and district requirements.

Primary Customers: Internal: District applicants and staff, community members, parents

External: State and federal agencies

Supervises: Staffing Coordinators (3.0 FTE) and Human Resources Staffing Specialist (1.0 FTE)

Reports to: Executive Director of Human Resources

Position Qualifications: Education/Certification: Bachelor’s degree in Human Resources, Business Administration, or a related field.

Experience:  3-5 years of experience in Human Resources, contract interpretation and information systems. Demonstrated experience in leading and developing a team as well as providing training and high-quality customer service to diverse stakeholders.

Qualifications:  Technical understanding of computer applications; demonstrated customer service skills; demonstrated written and verbal skills; ability to work effectively in teams to lead projects; ability to read, comprehend, and communicate technical documents and written reports; ability to effectively train others in HRIS software.

All positions are designed to support the MISSION of the Eden Prairie School District:

Inspiring Each Student Every day.

Essential Responsibilities:

1.  Supervise Staffing Functions. Maintain position control in the HRIS system. Interpret employee contracts. Supervise the staffing team and functions. Review salary placement, contract agreements, benefits information, and licensure documentation with newly hired teachers. Maintain database of teacher information, seniority list, years of service, FTEs, leaves, retirement information, and evaluations. Review new forms/materials from the Minnesota Department of Education (MDE) and the Professional Educator Licensing and Standards Board (PELSB). Ensure compliance with staff reporting requirements. Supervise, support, and direct all functions of hiring, staffing, and orienting district personnel. Prepare reports as required. Assist with the design, development, implementation, and training of technology to support Human Resources reporting, tracking, and communicating needs. Oversee lane change approvals. Approve all posting requests and ensure position and budget available. Responsible for all applicants completing a criminal background check. Assist the Executive Director of Human Resources with staffing projections and other data requirements, as necessary. Ensure that tuition reimbursement is processed within contract language. Supervise and direct the reserve teacher administration.

RESULT: All district staffing requirements are compliant, timely and accurate. Technology applications are continually developed, improved, and extended. The staffing team is well-supervised and functions effectively.

2.  Recruitment and Hiring. Lead the Human Resources Staffing Coordinators to develop and implement recruiting strategies that ensure an adequate applicant pool to meet the goals set forth in the strategic plan. Develop and update job descriptions and job specifications. Prepare recruitment plans and materials. Screen candidates, conduct interviews, and assess applicants’ relevant knowledge and experience. Work with Human Resources staff and district administrators to develop and improve the application process.

RESULT: The district maintains an adequate applicant pool and a process to provide administrators with screened applications in a timely and efficient manner.

3.  Retention, Training, and Orientation. Lead the Human Resources Staffing Coordinators to design and develop training and orientation to continuously improve the hiring, staffing, and orientation process. Train the Staffing Coordinators to deliver high quality, effective orientation. Monitor and analyze employee turnover rates and other key HR metrics. Work closely with management to develop initiatives that enhance employee engagement and morale.

RESULT: Staffing Coordinators and other Human Resource employees are effectively trained and are implementing high quality information processes.

4.  Communication and Strategy Design. Work with various departments, as appropriate, to design strategies and communication systems to continuously improve systems. Systems include working with Business Services to assure accurate, timely, and efficient flow of information. Working with the Executive Director of Human Resources and Business Services staff to develop and improve negotiations costing information. Working with department heads to provide support for hiring processes. Working with local, state, and national personnel directors to keep current and to network strategies to improve personnel processes and communication with employees.

RESULT: District departments or other entities work closely with Human Resources to design effective communication or information processes.

5.  Labor Relations. Partner with the Executive Director of Human Resources for investigations, disciplinary, and grievance processes. Assist district supervisors with employee relation issues.

RESULT: Labor relations are effectively maintained and meet state and federal laws.

6.  Other duties. Other duties as required by the Executive Director of Human Resources.

Standard Measures of Accomplishment:

1.  Human Resources data is balanced and processed accurately and efficiently.

2.  Reports are completed efficiently, accurately, and in a timely manner.

3.  All customers are responded to in a timely and respected manner.

4.  Human Resources processing is within established guidelines and laws.

5.  Projects are supported.

6.  Data is accurate and accessible.

7.  Staff is well supervised.

This job description describes the general nature and work expected of an individual assigned to this position.  Employees may be required to perform any other job-related duties as requested by their supervisor.  All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

 

Terms of Employment

AST Level I; Days/Year: 52 weeks/year (260 days)

Hours and days of service are established by the school district and are subject to change according to district needs.

Working conditions are determined by written contract between AST and the Eden Prairie School District.

Evaluation

A continuous performance improvement process will be developed with the Executive Director of Human Resources.

Salary Range: $137,116 – $146,816 (depending on experience and education level)

Application Deadline: Monday, August 5, 2024

Clerical Level IV – Administrative Assistant

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Assist the administrator by providing students, staff and community with knowledgeable and professional administrative support services, in addition to data management, student tracking, budget management and working with various technology applications in an efficient and timely manner so that overall district educational objectives may be achieved.

High School Teacher – Orchestra

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Teacher Level: 9-12

Building Location: Alexandria Area High School

Total FTE: .5

Essential Functions:

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 re-instruction 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.

Teacher on Special Assignment – Emotional and Behavioral Specialist

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Position:  TOSA – Emotional and Behavioral Specialist
Work Schedule:  Full-time, 186 duty days
Start Date:  August 26, 2024 (New teacher professional development is required from August 12-14)

The Emotional and Behavioral Specialist will provide district-wide support focused on building staff capacity around best practices in social and behavioral support for students, including Tier 1 practices and the identification of and selecting appropriate interventions for students in need of Tier 2 and 3 levels of support. The Emotional and Behavioral Specialist will provide guidance and direction to all staff members concerning the implementation of social emotional learning “best practices,” implementation and monitoring of curriculum scope and sequence, and the review and securement of appropriate curriculum materials.

Qualifications:

  • BA/BS degree, advanced degree desirable
  • Minnesota teaching license in Special Education, Social Worker, or Psychologist
  • Knowledge about current SEL “best practices”
  • Knowledge about SEL curriculum content and processes
  • Skilled communicator and facilitator
  • Ability to work independently and in a team with minimum supervision
  • Excellent organizational skills

Responsibilities:

  • Keeps current about emotional/behavioral intervention “best practices” through reading, research, and attending appropriate workshops. Communicates this information directly to staff to ensure that staff obtains the most current information pertaining to teaching methods.
  • Assists in coordinating and providing in-service training for staff in a variety of current SEL educational and curriculum topics so that teachers are well trained in current curriculum and teaching techniques.
  • Assists the Director of Special Services, Executive Director of Student Support and Engagement, and Coordinators in determining and the preparation of staff development opportunities for staff including programming for curriculum days and summer staff development offerings so that relevant workshops are offered on a timely basis.
  • Is a member of the Behavior Consultation Team.
  • Is a member of the Crisis Prevention and Intervention (CPI) Training Team.
  • Facilitates the district social/emotional learning community of practice.
  • Maintains a K-12 materials resource library to ensure that staff has access to quality SEL educational materials that will enhance their teaching.
  • Reviews available technology in SEL areas to provide recommendations for possible School District acquisition.
  • Attends School District and building level committee meetings in order to help provide social emotional educational direction.
  • Support team processes for identifying students needing emotional and/or behavioral interventions.
  • Support systems and process to enhance the instructional environment,  identify interventions needed, implement interventions with fidelity, monitor progress and determine when an intervention needs to be adjusted or abandoned.
  • Other related duties as assigned.

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.