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Minnesota Association of School Administrators

AESP IVB – Middle School Administrative Assistant

AESP IVB – Middle School Administrative Assistant

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Position Type:
Administrative Assistant/Clerical/Administrative Assistant

Location:
Maple Grove Middle School

Closing Date:
Until Filled

Job Summary: To inspire and prepare each and every scholar with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by providing specialized clerical and technical duties related to the assignment or placement, as well as related responsibilities requiring creative solutions to specialized site/department needs. Answer correspondence and assemble highly confidential and sensitive information. Interact with a diverse group of external customers as well as internal contacts at all levels of the organization. Independent judgment is required to plan, prioritize, and organize and carry out a diversified workload, and make recommendations for changes in office practices or procedures.

Responsibilities and tasks include:
Customer Service:

Delivering customer service that embodies the District mission.
Assisting site/department leaders with communications.
Acting as a liaison between parent(s), student(s), guardian(s), community and site/department staff.
Communicating and coordinating services with internal and external vendors to ensure adequate service to our school system.

General Office:
Delivering support for multiple site/departmental program initiatives.
Performing general office duties such as typing, filing, copying, faxing.
Creating, updating and maintaining handbooks and manuals.
Assisting in ordering supplies and tracking inventory (general office and equipment).
Attending meetings and recording meeting minutes as requested.
Developing and distributing communications to site, department and vendors.
Maintaining site, department and/or supervisors calendar.

Events:
Assisting with the planning and coordination of site/departmental events as needed (e.g. graduations, awards ceremonies, student orientations, conferences and/or meetings).
Scheduling meeting rooms and/or events as needed.
Collaborating with food service personnel for assistance with food/beverage requests.
Scheduling and preparing materials and rooms for meetings and/or conferences.
Records:
Scanning and/or retrieving information located on the system’s network.
Creating and/or entering data into spreadsheets and/or databases.
Preparing and maintaining student and/or staff records.
Maintaining and updating records for site/department.
Coordinating name badge renewal for site/department.

Organizational Management:
Providing work direction for special projects/assignments.
Managing records on staff absences, employee coverage and/or timecards.
Completing master schedule (e.g. staffing, course offering, and academic schedules).
Coordinating the interviewing process with applicants and supervisors.

Health and Safety:
Coordinating access rights to information systems.
Maintaining and distributing emergency call lists.
Distributing, maintaining and ordering building access cards and keys when necessary.
Maintaining a safe environment for students.
Coordinating and monitoring drills and evacuations.
Issuing leave/appointment passes/partial absence slips to students.
Facilitating communication between site/building leaders/staff to alert of emergency situations.
Coordinating bus safety program.

Performing other comparable duties of a like or similar nature as assigned by Principal / Business Manager

Minimum qualifications include:

High school diploma or GED.

Knowledge, skills, and abilities include:

Understanding of data entry concepts.
Knowledge of spreadsheet and database management software and word processing skills.
Fundamentals of general office and general administrative procedures and operational requirements.
Understanding of office equipment and typical productivity software, databases or customized systems/applications.
Knowledge of basic record retention, record/file/database maintenance requirements.
Understanding of data privacy requirements, laws and rules as it pertains to job assignments.

Skilled in:
The attributes of an efficacious learner: resourceful, self-directed, responsible, problem solver and skilled communicator.
The ability to collaboratively solve problems.
The ability to work in an organized, efficient, and process-oriented manner.
The ability to apply and follow record keeping procedures and protocols to maintain and process data.
The ability to perform work assignments requiring attention to detail, confidentiality, precision and accuracy in accordance with set deadlines.
The ability to perform assigned functions with minimal direction in accordance with established set departmental operations.

Salary: View salary grid on Page 5, Section 1, and Classification, Pages 6 – 7, Section 3 of the Administrative Education Support Professionals (AESPs) contract

Work schedule: 8 hrs/day, 260 days per year

Bargaining unit: Administrative Education Support Professionals (AESPs)

Desired start date : July 1, 2024

Application Notes: Insert any application notes if indicated such as “include two reference letters, current resume”

Osseo Area Schools offers:

Meaningful and impactful work

Opportunities to grow professionally

A variety of benefits

Summer opportunities

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.

Assistant Director of Learning and Achievement (2 Positions-1 Elementary and 1 Secondary)

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Position Type:
Administration-Licensed/Director

Location:
Educational Service Center

Closing Date:
05/08/2024

Job Summary: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. The Assistant Director will support the achievement of our mission by providing system level, equity-centered, strategic leadership in the areas of research, program evaluation, and staff development. Oversee and provide direction for operations, assessment, research, analysis, interpretation, and reporting to support the planning and evaluation of programs in the district. Help leaders improve student achievement indicators and success. Build organizational capacity in the use of data to help improve student achievement. Review, assess, and coordinate any necessary action related to the district continuous improvement processes.

Statement of duty/responsibility: Develop and implement curriculum, instruction and educational standards.

Tasks involved in fulfilling above duty/responsibility:

Coordinate ongoing review of district curriculum, programs and services to assess effectiveness and alignment with the strategic plan.
Facilitate curriculum development that aligns with the district plan for school improvement.
Develop, implement, and evaluate curriculum for improvement of instruction to produce equitable student achievement.
Ensure an equity lens in the planning, development, implementation, and evaluation of curriculum and professional development by collaborating with others in the teaching and learning department and other interested parties.
Research new programs, practices, or strategies that will benefit the teaching and learning process and implement for continuous improvement.
Develop and communicate requirements for each phase of the program improvement process and assure implementation.
Coordinate program needs and services with other district divisions and departments.
Collaborating with school administrators to review achievement data and support improvement efforts with a focus on ensuring a strong Minnesota MTSS framework is established across all sites.
Direct establishment of standards for new course proposals and manage the new course approval process.
Supervise implementation of the program improvement process, including implementation of advisory teams, and other work groups.
Advise the Director of Learning and Achievement regarding issues and communication needs related to curriculum, instruction, assessment, research, data and the Minnesota Academic Standards.
Establish mechanisms for communication related to curriculum, instruction, educational standards, research and data use for staff, students, and community members.
Design, communicate, evaluate, and annually revise a comprehensive plan for implementation of the Minnesota Academic Standards.
Design and facilitate processes related to the Minnesota Academic Standards, including the District Parent Advisory Council.
Develop and distribute communication tools and documents related to the Minnesota Academic Standards.

Statement of duty/responsibility: Ensure accountability and appropriate resource allocation.

Tasks involved in fulfilling above duty/responsibility:

Coordinate, allocate and monitor department budgets.
Annually recommend allocation of program improvement funds to the Director of Learning and Achievement
Recommend for employment, and coordinate hiring licensed and non-licensed staff ensuring alignment to our district goals of recruitment and retention.
Supervise coordinators within the department.

Statement of duty/responsibility: Plan, prepare and implement professional development.

Tasks involved in fulfilling above duty/responsibility:

Supervise the planning and development of program improvement in all areas of data, curriculum and instruction.
Initiate and direct professional development activities in order to bring about increases in the competencies of instructional personnel.
Coordinate coherent, differentiated professional learning opportunities for all staff, including, but not limited to Learning and Achievement staff, Site Leaders, teachers and education support professionals (ESPs).
Through collaboration with coordinators, ensure consistency and professional learning opportunities for staff in all departments.

Statement of duty/responsibility: Initiate and maintain effective communication with system, site and community members.

Tasks involved in fulfilling above duty/responsibility:

Establish mechanisms for communication related to curriculum, assessment, and accountability for staff, students, and community members.
Initiate and maintain relationships with other districts, professional organizations, and the State in relation to curriculum, assessment, and accountability.
Maintain and promote open communication and collaboration with all segments of the school community.
Respond to individuals with questions or concerns.
Keep school administration, staff, and community members informed of the accomplishments, improvement areas and the needs of schools and programs.
Translate data analysis into language that staff, parents, and community members can understand.
Collaborate with staff, community, and the Minnesota Department of Education on problems and issues of mutual interest.
Serve on district, state, and professional committees as appointed.
Present at school board meetings and work sessions.
Develop and disseminate information to the public through the district Vision Cards, written reports, presentations, graphic organizers, infographics, and other means.
Respond to an external request for curriculum, assessment or program information.
Coordinate responses to external requests for data, including civil rights data collection.

Statement of duty/responsibility: Lead on-going collaboration to improve student learning.

Tasks involved in fulfilling above duty/responsibility:

Collaborate and provide leadership for projects that integrate various district departments and/or outside agencies. This includes committees, joint work groups, and action teams.
Provide leadership for collaboration among Learning and Achievement staff members to develop and implement a coherent curriculum and related professional learning opportunities.

Statement of duty/responsibility: Other duties as assigned.

Tasks involved in fulfilling above duty/responsibility:

Perform other duties of a like or similar nature as assigned.

Essential knowledge and specialized subject knowledge required to perform the essential functions of the job:

Knowledge of the mission, core values, and strategies of Osseo Area Schools.
Knowledge of programmatic improvement processes including research, development, and evaluation.
Knowledge of laws, state mandates, regulations and procedures related to areas of responsibility.
Understanding of culturally responsive administrative and teaching practices.
Knowledge and understanding of budgeting and revenue sources and ability to recommend budgets based on system needs.
Ability to collect, organize and report data required by the Minnesota Department of Education.

Minimum qualifications include:

Master’s degree in educational field and/or cognitive science or related field.
Minnesota K-12 principal license required.
Significant experience serving in district or building leadership position(s). Prior administrator/principal experience and/or prior experience in curriculum, assessment and accountability is preferred.
Two years supervisory experience required. Five years of supervisory experience preferred.

Skilled in:

The attributes of an efficacious learner: resourceful, self-directed, responsible, problem solver and skilled communicator.
The ability to examine new approaches and methods, initiate action and render recommendations.
The ability to involve others in planning, decision-making and continuous improvement.
The ability to lead and encourage a team of individuals to reach established strategic objectives.
The ability to work effectively with parents, community groups in diverse local, regional and state agencies.

Salary Range: $124,531 – $144,366
Bargaining unit: Directors and Confidential Managers
Desired start date: July 1, 2024

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, color, creed, sex, gender identity, color, marital status, national origin, religion, age, sexual orientation, status with regard to public assistance, 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 Process 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.

K-5 Special Education Teacher Long-term sub

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The K-5 Special Education Teacher Long-Term Sub will serve as a student-centered educator who is a learner and warm demander for all learners.  Teacher will establish collaborative & impactful relationships with colleagues, families, and students.  Teacher will understand and model best instructional practices, serve as a member of a Professional Learning Community, and ensure high levels of student learning.  Candidate must have a learner, inclusionary, and equity-focused mindset and see that their presence has an impact with students and our school environment.  Position is a balance of co-teaching and pull-out services, all based on student needs and IEP goals.

Position is April 30 – June 5, 2024.

K-12 Special Education (ABS) Teacher

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Ensure high levels of student learning through engaging, high quality virtual teaching. Educator is innovative and serves as a facilitator to students’ learning.  Educator will collaborate with colleagues, families, and all stakeholders to provide support virtually for students enrolled in the districts online school, Owatonna Online.  Educator is able to build strong partnerships with adults supporting student learning, and responsive to student needs academically, socially, and emotionally. Educator will be a learner, problem solver, and engage in on-site professional development. Edcator will provide IEP services for students and will be responsible for paperwork associated with case management.

Our online teachers can work remotely.  There are a handful of dates that they are required to report (Workshop and staff development days) throughout the year. 

High School Counselor (Long-Term Sub)

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The Counselor shall be an integral part of the total instructional program directed toward the growth and development of all students who come from diverse, cultural, economic and ability backgrounds.  Assist students with academic planning, personal goal setting, family systems/change and crisis intervention.  The Counselor shall also strive to provide a positive atmosphere in which students are encouraged and assisted to develop feelings of acceptance, self-respect, emotional security, and achievement.

 

Other Skills & Abilities: 
Thorough knowledge of the policies, procedures, methods and techniques used for assessing sociological and academic needs of individual students; thorough knowledge of working with students from diverse cultural, economic, and ability backgrounds; thorough knowledge and training and experience with the developmental levels of students, issues surrounding chemical dependency, abuse, family change, as well as working knowledge of federal and state special education laws and rules.  Demonstrated skills and knowledge in the areas of academic planning, personal goal setting, family systems/change, and crisis intervention. Thorough skills in the use of personal computers and related software packages, hardware and peripheral equipment.  Ability to establish and maintain standards of behavior; ability to work as part of a multi-disciplinary team; ability to make arithmetic computations using whole numbers, fractions, and decimals; ability to compute rates, ratios and percentages; ability to work with and through other school personnel, parents and community agencies; ability to communicate and establish effective working relationships with students, parents, teachers and administrators.  Must understand and comply with all protocols related to data privacy.  Consistent and reliable attendance.

Special Education Teacher, Developmental Cognitive Disabilities (DCD)

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Position Summary:
This Special Education teacher position is part of Owatonna High School’s Stride program. Stride classrooms provide specialized instruction to students with multicategorical cognitive delays who require a fuctional curriculum. Stride teachers work closely within a team structure which includes paraprofessionals, related service providers, and administration. Students also access general education courses as appropriate to their educational plan; the Stride teacher plans jointly with the general education teacher to provide the accommodations and modifications necessary in order for the student to access and make progress within the general education curriculum.

Stride teachers are highly relational, yet also possess strong skills in curriculum differentiation based on students’ developmental strengths and challenges. Lessons are individualized and delivered with creativity and enthusiasm in order to maximize student engagement and learning, with the goal of increasing student independence.