Manager of Student & Staff Safety

May 3, 2024 by Intermediate District 287

Knowledge, Skills, and Abilities

Knowledge of:
- state and federal laws, regulations, rules, codes, and standards of workplace safety, emergency preparedness, restrictive procedures, and workplace environment issues;
- how safety can impact students, staff, and other occupants;
- social-emotional learning practices support student needs;
- best practices with regards to emergency planning assessments, workplace safety, threat, and security assessments, emergency/crisis tabletop drills, and full-scale emergency drills;
- best practices to promote and maintain security and safety of staff and students;
- the student populations served in District 287 programs and the safety issues presented in different instructional settings;
- essential workplace safety, and environmental concepts
Skills in:
- the development of operational procedures and guides to workplace safety;
- the development of procedures and guides for support of students and the de-escalation of challenging, disruptive, and/or aggressive behaviors;
- strong training and presentation skills using interactive delivery methods;
- organizational leadership and multi-tasking;
- developing interpersonal and interagency relationships;
- strong oral and written communication;
- working with a culturally diverse population and the ability to navigate intercultural issues with sensitivity, awareness, and a high level of cultural proficiency.
Ability to:
- work independently as well as collaboratively with teams;
- expand knowledge of social emotional learning best practices with teams;
- proactively identify and suggest ways to reduce safety risks and liability, prevent and manage workplace violence and improve school-community relations relating to safety;
- perform assessments of safety-related issues and provide statistical analysis and reports to district leaders;
- assess, plan, and deliver health and safety related curriculum to a broad and diverse audience;
  initiate, innovate, be flexible, and follow through;

Essential Functions
The following identifies the essential functions of the position and is not intended to be an exhaustive listing of all duties.

Lead the training, coaching, mentoring, and professional development of Student Safety Coaches;
Promotes the achievement of racial equity in student safety and behavior practices and learning for students;
Supports using evidence based social emotional learning practices in addressing student needs through use of community building, restorative practices, and other strategies;
Develop and deliver instruction on procedures and best practices that are designed to minimize and prevent staff injuries;
Collaborates with the work of strategic planning teams to ensure site based health and safety practices align with the strategic plan;
Participate in site inspections with Facilities Senior Manager and manage site fire drills, lockdown drills and provide feedback; recommend improvements to site administrators and executive directors;
Recommend and provide instruction on how to properly manage health and safety policies, programs, and procedures;
Assist administration in their efforts to develop and maintain Board policies and procedures in the areas of school safety and security;
Work collaboratively with the Building Principal, building and district staff, and external providers to develop effective methods to assess and address staff mental health and response to trauma;
Active participant in Restrictive Procedure committee work;
Collaborates with special education department for Crisis Prevention Intervention (CPI), Everyday Behavior Tools, and related training;
Provide instruction to administrators on proper methods to review and strengthen site entry protocols;
Assists in planning, organizing, and implementing staff development and training in best practices in safety and security recommending improvements and/or additions that enhance the efficiency and effectiveness of the building’s s overall security and safety efforts;
Counsels and assists instructional, support and ancillary personnel in problem-solving activities pertaining to student behavior to determine appropriate solutions;
Provides support to staff at 360 meetings as needed;
Conducts safety planning and implementation of safety and crisis plans in conjunction with the District Incident Command Team.
Leads critical incident and restrictive procedure data collection. Assists staff in analyzing and interpreting data to provide an objective assessment of the effectiveness of individual student and program interventions.
Performs other duties as assigned.
Review the full Job Classification

Life Science Teacher 7th grade – 1.0 FTE

May 3, 2024 by Farmington Area Public Schools

To plan, organize and implement an appropriate instructional program in an elementary or secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.

Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning.
Develops schemes of work, lesson plans and tests that are in accordance with established procedures.
Instruct and monitor students in the use of learning materials and equipment.
Use relevant technology to support and differentiate instruction.

Manage student behavior in the classroom by establishing and enforcing rules and procedures.
Maintain discipline in accordance with the rules and disciplinary systems of the school.
Provide appropriate feedback on work.
Encourage and monitor the progress of individual students and use information to adjust teaching strategies.
Maintain accurate and complete records of students’ progress and development.
Update all necessary records accurately and completely as required by laws, district policies and school regulations.
Prepare required reports on students and activities.
Participate in department, school, district and parent meetings.
Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs.
Establish and communicate clear objectives for all learning activities.
Prepare classroom for class activities.
Provide a variety of learning materials and resources for use in educational activities.
Observe and evaluate student’s performance and development.
Assign and grade class work, homework, tests and assignments.

ESP – Information Technology

May 3, 2024 by Osseo Area Schools

Position Type:
Technology

Location:
Educational Service Center

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 through level one technical services that support accessible, equitable and user-friendly systems with training that supports all users to effectively and efficiently achieve the district mission. Osseo Area Schools is Minnesota’s 5th largest school district. This position will be a part of the Instructional and Informational Technology Team (I2T2) which provides technical support to approximately 21,000 students and 3,000 staff members across 31 site locations. This includes the management of approximately 9,000 classroom/staff computers and 21,000 student mobile devices. With support from technical support specialists, repair technicians, network administrators and school staff, this position works to ensure a high level of customer satisfaction with technology services.

Responsibilities and tasks include:

Provide first-level installation, diagnosis, repair, and maintenance on all computing devices and peripheral classroom hardware and equipment, including network connections
Provide first-level technical support using procedures and tools established by District-Level Technical Support;
Document daily activities in the work order system and escalate to second level as needed;
Provide training and instruction in the use of classroom, mobile, and instructional technologies;
Provide inventory of hardware and software as requested; and,
Perform other comparable duties of a like or similar nature as assigned.

Minimum qualifications include:

High School Diploma or equivalent.
Highly motivated self-starter with a strong work ethic.
Communicates effectively and confidently, both verbally and in writing.
Proficiency to troubleshoot hardware, software and explain current technology to end-users
Ability to use a variety of operating systems, including Windows, ChromeOS, and iOS.
Ability to respond to help desk requests via telephone, help desk software, and email
Ability to travel to different sites during the workday.

Knowledge, skills, and abilities include:

Strong customer service orientation – dedication to customer needs; understanding the customer’s sense of urgency.
Demonstrate initiative and ability to work with minimal supervision.
Ability to communicate effectively in both oral and written form.
Excellent organizational skills in prioritizing and documenting needs.
Ability to work under pressure.
Flexibility, resilience, and tolerance for ambiguity.
Ability to collaborate effectively

Preferred qualifications include:

Experience working in a K-12 school setting
Proficiency in a language other than English (Spanish, Somali, Hmong, Vietnamese)

Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract

Work schedule: 6 hours/day; 5 days/week; school year

Job Type or FTE: Part-time, school year

Bargaining Unit: Educational Support Professional

This position may be assigned to the district office or to a site.

Osseo Area Schools offers:

Meaningful and impactful work

Opportunities to grow professionally

A variety of benefits

Mentorship programs for teachers and educational support professionals

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.

Physical Education/Health Teacher

May 3, 2024 by Columbia Heights Public Schools

Major Responsibilities:

Work as a Physical Education and Health Teacher at Columbia Heights High School. Performs difficult professional work teaching in a secondary school instructional program and class environment favorable to learning; teaching a broad range of subjects or specialized subject matter(s); teaching special needs students; motivating students to achieve maximum potential, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal.

Qualifications:

Properly licensed by MDE.
Minnesota teaching license.
Experience working in a multi cultural setting and with diverse groups of people preferred.
Alternatives to the qualifications as the Superintendent may find appropriate and acceptable will also be considered.

Education and ExperienceBachelor’s degree in teaching, or related field teaching and working with children, or equivalent combination of education and experience.

Qualification Requirements
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions

Develops lesson plans and instructional materials; develops Individual Educational Programs and Evaluation Reports (IEP’s) for special needs and regular students.
Translates lesson plans into effective learning experiences; integrates subject area content and technology.
Adapts teaching materials and methods to develop relevant sequential assignments that guide and challenge students.
Instructs students in specialization and subject matter areas specified in state law and administrative regulations and District procedures.
Develops standards for critical analysis through group discussions.
Assesses and evaluates students needs; provides instruction in individual or group sessions; acts as a mentor to students; establishes and maintains behavior standards.
Formulates and implements behavior modification programs for students.
Administers standardized tests in accordance with established procedures.
Encourages students to think independently along with developing and expressing original ideas.
Evaluates students’ progress; maintains records; prepares progress reports.
Communicates with students, counselors and parents through conferences and other means.
Maintains professional licensing and familiarity through in-service education and self-selected professional books and instructional materials.
Selects and requisitions books and instructional materials; organizes and distributes classroom and materials.
Participates in curriculum development programs, faculty committees and student activity sponsorship as required.
Meets state and federal mandated time lines and procedures for completing special education due process paperwork.

Knowledge, Skills and Abilities
Thorough knowledge of subject(s) taught; thorough knowledge of elementary, secondary or special education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; thorough knowledge of district rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with staff, students and parents.

Physical Requirements
This work requires the occasional exertion of up to 10 pounds of force; work regularly requires standing and speaking or hearing, frequently requires walking, using hands to finger, handle or feel and reaching with hands and arms and occasionally requires sitting, stooping, kneeling, crouching or crawling, pushing or pulling, lifting and repetitive motions; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; 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, operating machines and observing general surroundings and activities; work occasionally requires exposure to outdoor weather conditions, exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment and exposure to bodily fluids; work is generally in a loud noise location (e.g. grounds maintenance, heavy traffic).

Science Teacher – Physics Endorsement

May 3, 2024 by Columbia Heights Public Schools

Major Responsibilities:

Work as a Science Teacher at Columbia Heights High School. Performs difficult professional work teaching in a secondary school instructional program and class environment favorable to learning; teaching a broad range of subjects or specialized subject matter(s); teaching special needs students; motivating students to achieve maximum potential, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal.

Qualifications:

Properly licensed by MDE in Physics 9-12.
Minnesota teaching license.
Experience working in a multi cultural setting and with diverse groups of people preferred.
Alternatives to the qualifications as the Superintendent may find appropriate and acceptable will also be considered.

Education and ExperienceBachelor’s degree in teaching, or related field teaching and working with children, or equivalent combination of education and experience.

Essential Functions

School Psychologist

May 3, 2024 by St. Croix River Education District

School Psychologist
**$5,000 signing bonus provided**

Position Location: Chisago Lakes School District serving students at Lakeside Elementary School (grades 2-5)

Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

MTSS Implementation
- Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
- Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
  - using standard data for decision making
  - defining problems in observable and measurable terms
  - collecting sufficient information for intervention planning
  - developing detailed intervention plans
  - evaluating integrity of implementation
  - supporting classroom teachers or interventionists in data collection activities
  - graphing intervention effectiveness
- Participate in various data team meetings within each building
- Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
- Assist in conducting needs assessments to support various resource allocation and/or programming decisions
Special Education Leadership
- Facilitate Student Support Team (SST) meetings
- Attend special education department meetings
- Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
- Provide consultation on special education due process to staff and parents
- Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
- Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
- Assist in coordinating the reevaluation process for students receiving special education and related services
- Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
- Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
- Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
- Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
- Assist with state compliance review activities, including the implementation of any resulting corrective action plans
- Serve as an active member of the SCRED Implementation Team (I-Team)
- Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
Academic Assessment and Services
- Support building-wide academic screening processes
- Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
- Develop, implement and monitor the fidelity of academic interventions, as requested
- Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
Social Emotional Learning (SEL) Assessment and Services
- Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
- Provide direct counseling services to individuals or groups, as requested
- Complete mental health screenings and assist students, families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
- Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
- Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
- Gather and organize data to assist teams in making manifestation determination, when needed
- Provide behavior consultation services to general education and special education staff
Crisis Response Services
- Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
- Provide consultation in crisis prevention and response
- Complete student risk assessments when necessary
- Assist in completing student threat assessment activities when necessary
- Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
Other Duties
- Perform other duties as assigned

Manager of Student & Staff Safety

Footer