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Minnesota Association of School Administrators

School Psychologist

School Psychologist

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

Position Location: Hinckley-Finlayson High School (grades 7-12), Pine County Transition Program (18-21-year-old program)

Site Description
This position primarily serves Hinckley-Finlayson High School (HFHS) (approximately 441 students), with support also provided to the Pine County Transition Program (approximately 15 students), which is also located within the HFHS building. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.

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

Auditorium Tech

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Position Type:

Community Education/Auditorium Tech (Student)

 

Date Posted:

12/5/2023

 

Location:

Various Locations

 

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.

 

Responsibilities and tasks include:

 

Effectively operate the sound board and light board in the autitorium.

Provide excellent customer service; direct customer needs to the appropriate on-site administrator during auditorium events.

Monitor are for safety. Report any safety issues to suprvisor, the Auditorium Manager.

Work with the Auditorium Manager to maintain the inventory list of current equipment/supplies as well as equipment supplies needed.

Understand and be able to handle basic equipment set up, i.e. projectors, screens.

Report any concerns immediately to the Auditorium Manager.

Be in attendance during scheduled shifts. Inform supervisor of any conflicts.

Knowledge, Skills, and Abilities include:

 

Participate in and complete any required training.

Ability to work independently.

Ability to work with a variety of people.

Ability to communicate clearly.

Ability to physically handled all required equipment.

Rate of Pay: $13/hour

 

Job Type or FTE: Casual

 

Bargaining Unit: Not applicable

 

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.

School Psychologist

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

Position Location: Hinckley Elementary School (0.9 FTE; Pre-k through Grade 6) and Finlayson Elementary School (0.1 FTE; Pre-k through Grade 6)

Site Description
This position primarily serves Hinckley Elementary School (approximately 470 students), with support also provided to Finlayson Elementary School (approximately 55 students). Travel between sites is only needed on a limited frequency. The school psychologist in this position will be one of two school psychologists serving Hinckley-Finlayson Public Schools.

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

Building Operations Supervisor

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Position Type:
Administration-Nonlicensed/Management I-M

Date Posted:
12/7/2023

Location:
Maple Grove Senior High
Closing Date:
12/17/2023

Job Summary: 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 overseeing and supervising all custodial and maintenance activities within an assigned facility.

ESSENTIAL DUTIES AND RESPONSIBILITIES
Tasks involved in fulfilling above duty/responsibility:

Responsible for posting, screening and interviewing custodial applicants for new employment and inter district applicants for promotion or transfer to vacant positions in building supervised in accordance with the Teamsters collective bargaining agreement;
Assigning and directing cleaning and maintenance schedules for custodial staff;
Evaluating the performance of all building level custodians on an ongoing and periodic basis including written reviews and providing timely feedback/coaching;
Initiating corrective discipline such as verbal and written reprimands and recommends suspension or discharge as necessary to correct unsatisfactory conduct or performance;
Approving and monitoring vacation and sick leave requests;
Keeping accurate records of absenteeism, performance and progress of employees;
Receiving and responding to building occupant requests as appropriate;
Communicating effectively with principal, business manager, building staff and other department supervisors;
Coordinating building events, setups and other activities including scheduling of HVAC equipment and lighting;
Ensuring custodial equipment is maintained and operated according to manufacturers’ recommendations;
Initiating and recommending operations and capital improvement budgetary needs;
Ordering building custodial supplies to maintain appropriate levels of inventory;
Soliciting vendor quotes to ensure competitive pricing and quality products and/or services;
Ensuring all mechanical heating and cooling systems are being monitored within the legal limits of state and local laws;
Ensuring completion of all periodic safety inspections, documentation and maintaining records.
Establishing and maintaining sustainable cleaning standards, cleaning zone maps, and cleaning assignments for each staff member with stakeholder input;
Setting goals making observations, collecting data, and assessing the performance of all custodians;
Inspecting the quality of the custodial work to insure that the services provided are meeting the standards established in the custodial service model;
Conducting research and working collaboratively with the facilities operations team and industry experts to establish efficient and effective housekeeping means and methods;
Overseeing contractor performance for projects completed inside their facility:
Assessing facility improvement needs and providing recommendations to the Coordinator of Facilities Operations;
Assigning all yard work tasks as required to maintain district standards including, but not limited to, watering, mowing, trimming, pruning shrubs, trees, weeding, removing paper and debris from school yard and along fence lines;
Assuming responsibility for snow removal and keeping sidewalks free of ice.
Performing other comparable duties of a like or similar nature as assigned.

Education/ Knowledge Requirement: Minimum of a HS Diploma or GED.

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

Planning, designing and delivering training
Communicating both written and oral
Supervising, analyzing, assessing
Collaborative problem solving
Ability to operate and maintain all building mechanical and cleaning equipment
Proper operation of building automation systems
Boiler water treatment program and chemicals required.
Knowledge of hand, power, diagnostic tools, and equipment required in the performance of the job.
Knowledge of applicable laws, rules, codes, and guidelines pertaining to right-to-know and custodial/facility operations.
Knowledge of all safety precautions applicable to trade.
Knowledge of the fundamentals and procedures of HVAC operation, repair, and proactive/reactive maintenance.
Knowledge of the application, use, and proper storage of all chemicals used in performance of the job.
Knowledge of hazardous waste disposal.
General knowledge in the principles of general repair and maintenance in such areas as mechanical, electrical, steam, air system, carpentry, and masonry or plumbing.
Knowledge of cleaning techniques and materials.
Knowledge of building structures and maintenance functions required to operate efficiently at minimal cost.

Required Work Experience in Addition to Formal Education/ Training:
Five years of experience as a building engineer preferred, with at least eight years in the field of housekeeping and/or facilities maintenance.

LICENSE/CERTIFICATION: Identify licenses/certification required upon hiring:
Must have MN Chief C Boiler License upon hire.  If the building has a pool, must obtain CPO license within six months of employment.

ESSENTIAL SKILLS REQUIRED TO PERFORM THE WORK:
Skilled in:

The ability to direct, supervise, train, and evaluate building level custodial staff.
The ability to analyze and assess issues and concerns and collaboratively problem solve.
The ability to operate and maintain all building mechanical and cleaning equipment.
The ability to efficiently care for and repairing facilities and equipment.
The ability to communicate effectively; written and oral.
The ability to work effectively with a variety of stakeholders including, building principal , staff and students, and community.
The ability to organize and manage time effectively.
The ability to maintain accurate/current records.

RESPONSIBLE FOR THE DIRECT SUPERVISION OF THE FOLLOWING POSITIONS:
Custodial staff assigned to the building

Salary:  View salary grids on Pages 3 – 4, Section 1. of the Management Personnel I-M agreement
Classification: M-3a
Salary range: $68,858 – $78,068 (225 days)

Work schedule: 225 days

 

Job type or FTE: Full-time

 

Bargaining unit: Management Personnel I-M

 

Desired start date: February 21, 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, 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 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.

English Language Learner Teacher

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English Language Learner Teacher

Position Purpose:
The English Language Learner (ELL) Teacher position identifies, screens, and assesses English Learners (ELs) to determine initial placement as well as ongoing learning needs.  This position coordinates service delivery within a continuum of support and provides school staff with consultation and collaboration to better serve the unique needs of ELs. The ELL Teacher communicates with parents, arranges for interpretation and translation services, and advocates for ELs. The ultimate goal of the ELL service is to increase ELs success in their mainstream classrooms.

Essential Duties:

  • Identification, Screening, and Evaluation
    • Coordinate with district registrars to identify potential ELs via the Home Language Questionnaire
    • Organize and administer WIDA ACCESS screening for initial placement
    • Organize and administer annual WIDA ACCESS test; coordinate with District Assessment Coordinators (DACs) and technology contacts in each district to develop schedule of testing across districts
    • Complete annual WIDA ACCESS test administration training and provide certificate of completion to each DAC
    • Request early WIDA ACCESS scores from DACs in May to make exit decisions
    • Provide classroom teachers and parents copies of individual student reports for WIDA ACCESS tests
  • Coordination of Service Delivery
    • Communicate with classroom and content teachers and determine appropriate times for service delivery
    • Coordinate interpreters and translations for school to home communications and conferences
    • Introduce students to regional career opportunities and cultural resources through an annual arts culture, and career-building field trip
    • Provide services across a continuum of supports in a variety of settings
    • Ensure that classroom and content teachers have the opportunity to improve teaching skills through participation in collaborative planning and ELL professional learning opportunities
    • Develop and maintain an ELL professional lending library of print and multimedia resources
  • Curriculum and Instruction
    • Ensure educational equity and access for English Learners (ELs) through high-quality, evidence-based language instruction
    • Develop standards-based curricula, particularly selecting lessons that match needs and interests of the students
    • Provide direct instruction to ELs in reading, writing, listening, and speaking
    • Plan literacy-based lessons that support vocabulary development, according to each EL’s needs and interests
    • Prepare instructional plans based on individual student need along a continuum of supports (e.g., push-in, pull-out)
    • Create a Language Instruction Educational Program (LIEP) Plan for each EL student being served
  • Consultation and Collaboration
    • Meet with teachers of ELs to present assessment results, provide recommendations for classroom instruction, accommodations and/or modifications, develop a plan for service delivery, and share LIEP plans
    • Consult on ELs who are not making adequate progress within the mainstream classroom
    • Advocate on behalf of ELs with administrators and teachers regarding cultural needs, curriculum and instruction, and social/emotional aspects for students learning in their second language and culture
  • Professional Learning
    • Engage in study of another language to gain first-hand experience with language acquisition
    • Participate in professional learning opportunities (e.g., Minnesota Department of Education (MDE), Minnesota Teachers of English as a Second Language (MNTESOL), Minnesota Council on the Teaching of Languages and Cultures (MCTLC), The Center for Advanced Research on Language Acquisition (CARLA))
    • Facilitate professional learning using effective adult learning strategies on a variety of EL-related topics for classroom and content teachers
    • Meet twice yearly with English as a Second Language (ESL), American Sign Language (ASL), and World language teachers and provide professional learning in second language acquisition
  • Other Duties as Assigned
    • Perform other duties as assigned

Technology Education Teacher- Long Term Substitute

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Join Our Team!

At Eastern Carver County Schools, we are committed to creating a school environment where everyone feels welcome, safe, and included, and where every child has access to the tools and opportunities they need to succeed. Our schools empower students to achieve their personal best, engage in lifelong learning, and be thoughtful and responsible citizens. All employees in our school district play an important role in ensuring this goal is achieved and we would love to have you join our team!
Technology Education Teacher- Long Term Substitute
Chaska Middle School East
For More Information contact: Greg Martin at [email protected]

Position Start Date: January 22, 2024 – April 22, 2024 (with possibility of an extension)
FTE: .95 FTE
Banded/Graded:  C-5-2
Responsible To:  Building Principal
Qualifications: Valid State of Minnesota License 5-12 in Technology Education/Industrial Technology
Description:  Teach Computer Technology to Middle School students

Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  see attachment

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA). Currently under negotiations

Application Procedure:  This position will remain open until filled. Application review process will begin after December 21, 2023. Please apply online at:  http://www.district112.org  (only online applications will be accepted).

All job offers from Eastern Carver County Schools are conditioned upon passing a pre-employment criminal background check and ISD 112 School Board approval. If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Eastern Carver County Schools is an Equal Opportunity Employer.