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Minnesota Association of School Administrators

Speech Language Pathologist- Long Term Substitute (.6 FTE)

Speech Language Pathologist- Long Term Substitute (.6 FTE)

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Position Type:
Student Support Services

Location:
Brooklyn 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. Provide service and support in the area for which employed including writing and implementing individual scholar goals and objectives, evaluating scholar performance according to the goals and objectives on the Individual Educational Plan (IEP) used by the district, promoting scholar achievement, maintaining required scholar records, making related reports to the site/department licensed administrators as prescribed or authorized by the superintendent, maintaining contact and communications with guardians/caregivers of scholars and working with them in the development of each scholar, performing classroom management duties, enforcing district rules governing the conduct, understanding and implementing due process guidelines following state and federal rules, regulations and district policy; make appropriate and equitable use of resources and technologies; implement the goals and objectives of the District and the school and/or program for which employed; provide in-person, synchronous, and asynchronous learning and services when applicable; work collaboratively with others. Willing to participate in district, building, and department leadership activities. Ability to be flexible with work hours to meet the needs of guardians/caregivers, department, building and/or district at the discretion of the supervisor.

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position.

Student Services Specialist

Minimum qualifications include:
Master’s Degree
MDE Speech Language Pathologist license
*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional License

Preferred qualifications include:
Certificate of Clinical Competence preferred

Salary: View salary grid on Pages 51 – 52 of the teacher’s contract Education Minnesota Osseo

FTE: 0.6 FTE

Desired start date: April 10, 2024

Bargaining unit: Education Minnesota Osseo

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.

Speech Language Pathologist – Temporary

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Position Type:
Student Support Services/Speech and Language Pathologist

Location:
Woodland/Zanewood Elementary

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. Provide service and support in the area for which employed including writing and implementing individual scholar goals and objectives, evaluating scholar performance according to the goals and objectives on the Individual Educational Plan (IEP) used by the district, promoting scholar achievement, maintaining required scholar records, making related reports to the site/department licensed administrators as prescribed or authorized by the superintendent, maintaining contact and communications with guardians/caregivers of scholars and working with them in the development of each scholar, performing classroom management duties, enforcing district rules governing the conduct, understanding and implementing due process guidelines following state and federal rules, regulations and district policy; make appropriate and equitable use of resources and technologies; implement the goals and objectives of the District and the school and/or program for which employed; provide in-person, synchronous, and asynchronous learning and services when applicable; work collaboratively with others. Willing to participate in district, building, and department leadership activities. Ability to be flexible with work hours to meet the needs of guardians/caregivers, department, building and/or district at the discretion of the supervisor.

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position.

Student Services Specialist

Minimum qualifications include:
Master’s Degree
MDE Speech Language Pathologist license
*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional License

Preferred qualifications include:
Certificate of Clinical Competence preferred

Salary: View salary grid on Pages 51 – 52 of the teacher’s contract Education Minnesota Osseo

FTE: 1.0 Temporary through 6/7/2024

Desired start date: As soon as possible

Bargaining unit: Education Minnesota Osseo

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.

Executive Director of E-12 Education Services

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POSITION:    Executive Director of E-12 Education Services

LOCATION:   District Administrative Office

TYPE OF POSITION:  Exempt Individual Executive Contract – 230 Days
Competitive salary commensurate with education and experience

QUALIFICATIONS:
RequiredMaster’s Degree in educational leadership or related field
Licensed as Director of Special Education
Five or more years of experience as an educational leader in a medium or large organization
Five or more years of administrative and supervisory experience
Skilled in leadership core competencies including: strategic leadership, collaboration, judgment; communication, planning and execution, knowledge; initiative; adaptability; and self-management

PreferredMinnesota School Administrative License
Doctorate in educational leadership or related field

Other Qualifications:Ability to effectively engage and support a diverse community of students, staff, family and community members in alignment with the district’s mission with demonstrated sensitivity and awareness regarding issues of race and culture
Excellent written and oral communication skills including experience with effective presentations to large groups
Strong relationship skills including coaching and consulting skills, the ability to effectively manage conflict, and the ability to lead and develop high functioning teams
Commitment to excellence and accountability in meeting the goals of the school district
Acts in accordance with professional ethics, state and federal laws and regulations, and district policies and procedures

Position Summary:
The Executive Director of E-12 Education Services is responsible to set vision, provide leadership and ensure continuous improvement for the departments of special education, student services and multilingual student services. As a member of the Superintendent’s executive leadership team and cabinet, the Executive Director is responsible to support the overall leadership of the district and to oversee essential departmental functions including: alignment of work with the district’s mission and strategic plan, recruitment and staffing, program development, due process and compliance.

Essential Functions:
Core Leadership CompetenciesStrategic Leadership: Develop and communicate vision for area of responsibility; align function with the mission and core values of the organization; champion change and innovation; work with teams to set shared goals and standards for their work, examine data regarding effectiveness, and take action to meet standards
Collaboration: Foster cooperation across departmental boundaries; make and keep rigorous promises; establish and maintain effective relationships; communicate a vision for success, engage stakeholders and motivate others to take action for shared purposes
Judgment: Analyze issues and seek multiple perspectives before making decisions; use sound judgment considering immediate and long-term impact of decisions, and apply systems thinking; engage in decisive and responsive decision-making and consultative support to management partners
Communication: Foster two-way, open communication; listen and respond with empathy; communicate effectively verbally and in writing; apply meeting protocol; produce thorough and accurate reports; communicate effectively in public presentations
Planning and Execution: Focus organization on high priority objectives; foster alignment; establish specific measurable objectives; manage and improve processes; practice effective project management to achieve goals; hold staff accountable
Business Knowledge: Apply technical/functional expertise; provide thorough analysis; understand and manage technology and other resources for maximum impact on productivity; identify trends or challenges in the areas of responsibility and review and interpret data to recommend and/or deploy strategies to initiate system change and make district wide improvements in educational or administrative practices
Self-Management: Inspire trust; demonstrate adaptability and flexibility; practice good boundaries and confidentiality when required; engage in growth and self-development
Motivation and Courage: Drive for results; take a stand for the organization; take responsibility; press back against obstacles and patterns that impede progress
Cultural Competence: Work intentionally with an equity lens in analyzing the impact of race, culture, gender socioeconomic status and other protected class considerations in all aspects of the organization; model cultural sensitivity and responsiveness and lead district and department work to support equitable access and achievement for all students and respect, inclusion and fairness for employees
Executive Level Leadership
·      Communicate with local, state and federal governmental agencies on matters that pertain to school operations
·      Build relationships and leverage partnerships with community organizations that will benefit district stakeholders
·      Represent the school district in a positive and professional manner at various district and community functions, at state and local organizations, and as a liaison to various partners
·      Work directly with parents/guardians, community partners and other stakeholders to address interests and resolve concerns
·      Provide leadership and support to principals, directors, supervisors, and coordinators to establish and communicate district processes, practices, policies and proceduresMeet with school board members, attend all school board meetings and work sessions, prepare information for the superintendent and board, and make school board presentations pertaining to areas of responsibility
·      Develop, revise, recommend and/or communicate school board policy and administrative procedures pertaining to areas of responsibilityEnsure continuous improvement by analyzing data, setting performance goals, monitoring standards for performance, aligning resources and prioritizing activities to achieve maximum results
·      Stay current with local, state and federal legislation in areas of responsibility and analyze local impact for communication to superintendent and staff
·      Model and require effective and efficient use of district resources and ethical conduct and practice as a public employee and in one’s area of licensure or certification

Program Planning
·      Plan and administer E-12 Student Services and Education Programs including Special Education Services, Multilingual Student Services, Early Intervention, District Health and Nursing Services, Mental Health Related Services, Homebound Tutoring and other programs and time limited initiatives as directed by the superintendent and for providing leadership in assigned areas of student services that support the mission beliefs and strategic plan of the school district
·      Develop and provide effective staff development and training for teaching staff and support staff within the district to support best practices in instruction and high quality support services for all students
·      Direct the development of the strategic plan for E-12 Student Services, including the continuous improvement and monitoring process, and monitor progress reports. Direct the short and long range planning for the department by providing leadership in the development of and implementation and/or modification of long and short-term goals
·      Make recommendations to the Superintendent, the Cabinet and Board of Education regarding E-12 Student Service programs and related Board policies and procedures.  Directs the development and/or revision of the district’s policies and procedures related to E-12 Student Services
·      Collaborate in the leadership and implementation of the district strategic roadmap, particularly in the areas of needs assessment, student services, staff development, and evaluation
·      Serve as liaison to other community agencies and organizations, including non-public schools and the Minnesota Department of Education on all matters relating to E-12 Student Services
·      Advise the Superintendent in the planning and administration of the E-12 Student Services program
·      Represent the Special Education, Student Services and Multilingual Student Services Departments on appropriate district, regional and state committees

Program Management
·      Direct the completion of periodic reports to the Board of Education, Department of Education, and other governmental agencies as required (e.g., EDRS, UFARS, STARS)
·      Interpret federal and state legislative requirements which impact E-12 Student Services to the Board of Education and the community as directed by the superintendent.  Remain current with and respond to legislative issues that impact delivery of services to all students
·      Act as administrative liaison for the district in overseeing the implementation of Section 504 Rules and Regulations
·      Respond to formal/informal complaints made by parents/guardians.  This may include providing leadership in conciliation or mediation sessions.  It may also include formally responding to complaints filed with the Minnesota Department of Education
·      Monitor the placements and tuition billings of school districts providing services to District 742 pupils placed out of the district
·      Direct the tuition billing process for non-resident students receiving services in district special education programs
·      Direct third party billing for students receiving billable services in special education programs
·      Direct the implementation of the integrated service delivery model in E-12 Student Services programs and instruction to appropriately reflect the core curriculum and align with Minnesota Academic Standards
·      Ensure that necessary accommodations and alternate assessments for statewide assessment are provided for students with disabilities

Program Evaluation
·      Direct and coordinate accountability activities related to the District Strategic Plan related to Special Education, Student Services and Multilingual Student Services.
·      Assure the district is in compliance with all state and federal rules relating to E-12 Student Services programs
·      Direct the development and implementation of the Total Special Education System (TSES) process, with an emphasis on Interagency Agreements, Special Education Advisory Committee, and Data Privacy, to ensure district compliance with all procedural requirements

Staff Development/Management/Evaluation
·      Direct the development and implementation of the E-12 Student Services staff development plan in accordance with state and federal requirements, school board goals, district mission, district initiatives, needs assessments, and external reviews
·      Determine the allocation of E-12 Student Services resources district-wide
·      Direct the recruitment, screening, interviewing, selection and assignment of E-12 Services staff
·      Provide supervision, and direction in the delivery of student services including Special Education, Early Intervention, District Health and Nursing Services, Mental Health Related Services, and other grant programs as directed by the superintendent
·      Supervise E-12 leadership personnel, including directors, supervisors, coordinators and other district-wide leadership positions
·      In collaboration with Human Resources and School Principals, supervise certified and non-certified personnel, perform observations and evaluation of performance, discipline, assign work, and interpret negotiated agreements, district policies, building rules, employment practices, as well state and federal regulations
·      In collaboration with Human Resources and School Principals, forecast staff needs and determine assignments utilizing workload formulas and analyses, as well as recruiting, interviewing and recommending for hire certified and non-certified personnel
·      Direct and oversee district office E-12 Services support staff activities in the areas of compliance, research, finance, personnel, purchasing, data collection and dissemination, student records, third party billing, information systems and reporting, and the provision of technical assistance to other Student Services staff

Resource and Budget Management
·      Direct the preparation and administration of annual budgets for E-12 Student Service programs.
·      Allocate materials, staff, and other resources to provide supplemental instruction, progress monitoring and support which enables students with disabilities to access and make progress in the core curriculum

Parent and Community Relations
·      Promotes a highly positive image of the district in the community and state.  Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interests of students
·      Promotes parent and community involvement to actively support the work of the school through committee participation, written communications, meetings and other public relations strategies

Other Duties as Assigned

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.

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The International Falls School District’s main office is located in International Falls, Minnesota. The school district has an approximate enrollment of 890 pre-kindergarten through grade twelve students.

School District Website: https://www.isd361.k12.mn.us/

City Website:   https://www.ci.international-falls.mn.us/

LEADERSHIP PROFILE: The International Falls School Board seeks a superintendent who:

  • Acts with honesty and in an ethical manner with the School Board, staff, and community
  • Is a “people person” with proven abilities in human relations and communications
  • Has experience in school finance and negotiations
  • Is visible and accessible throughout the school district and community
  • Is a visionary, creative thinker who works cooperatively with the School Board, providing options and recommendations
  • Effectively mediates and accommodates different perspectives; values teamwork

Previous superintendent experience preferred, but not required.

SALARY/CONTRACT:  A competitive compensation and benefits package will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  April 15, 2024

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at mnmsba.myrevelus.com. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on April 15, 2024, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “International Falls Public Schools Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s official transcript(s) (upon hire, originals must be submitted to the school district).

Please contact with any questions:  Lee Warne, MSBA Executive Search Team, [email protected]  or 507-828-2468.

Applicants are requested to not contact school board members.

International Falls Independent School District is an equal opportunity employer. The MSBA Executive Search Service is an equal opportunity search agency.

Teacher- 6-8 EBD/Cross Categorical

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Teacher- 6-8 EBD/Cross Categorical

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.