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Minnesota Association of School Administrators

Special Education Teacher/Early Childhood Special Education Teacher

Teacher- Spanish

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal or person designated by the district administrator.

SUPERVISES:
Students, student teachers or others as assigned.

JOB RESPONSIBILITIES:
The classroom teacher shall:
1. Make provisions in the classroom utilizing the philosophy that all children can learn as per mission statement.
2. Teach curriculum as per scope and sequence and/or department curriculum.
3. Modify curriculum as appropriate and as needed in the curriculum review cycle.
4. Provide an appropriate opportunity for students to master the Wisconsin Model Academic Standards.
5. Provide in a timely fashion the necessary documentation for completing the materials adoption process when appropriate.
6. Develop, implement and evaluate personal and professional instructional goals with the assistance of the building principal as part of ongoing staff development.
7. Identify and provide a program of study that meets the individual needs, interests and abilities of students.
8. Prepare for classes assigned and provide written evidence of preparation per building procedures.
9. Guide the learning process toward the achievement of curriculum goals, consistent with the district’s philosophy, and establish clear objectives for all lessons, units, projects and communicate these objectives to students.
10. Strive to implement, by instruction and action, the district’s educational philosophy and instructional goals and objectives.
11. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
12. Encourage students to set and maintain standards of classroom behavior.
13. Develop reasonable rules for classroom behavior and related procedures.
14. Maintain order in the classroom in a consistently fair and just manner.
15. Employ a variety of instructional techniques, instructional media and assessment tools.
16. Assess the accomplishments of students on a regular basis, provide timely feedback to students, and provide progress reports as required.
17. Assess student progress towards mastery of the Wisconsin Model Academic Standards as appropriate.
18. Identify any learning and behavioral difficulties of students on a regular basis, seeking the assistance of district specialists and the Individual Education Team meeting.
19. Take necessary and reasonable precautions to protect students, equipment, materials and facilities.
20. Maintain accurate and complete records as required by law, Board policy and administrative regulation.
21. Assist the administration in implementing Board policies and rules.
22. Encourage parent/guardian involvement by taking an active role and being available to students and parents/guardians for education-related purposes when required or requested to do so under reasonable terms.
23. Maintain effective lines of communication among staff, parents/guardians and supervisors to assist in the education of each child.
24. Serve as a role model by demonstrating a positive attitude, appropriate dress, timeliness, proper preparation and strong work habits.
25. Be responsible for students in his/her charge and for any and all students of the school during the school day and during school functions.
26. Work cooperatively with all staff, promote interdisciplinary collaboration and be supportive of other building/district programs.
27. Take responsibility for staying professionally current.
28. Attend all building faculty, department and Individual Education Plan (IEP) staffings and meetings as required or upon request.
29. Assume all other responsibilities and perform all other duties as assigned by the building principal or person designated by the district administrator.

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The BOLD Public School’s main office is located in Olivia, Minnesota. The school district has an approximate enrollment of 600 pre-kindergarten through grade twelve students.

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

City Website:   https://olivia.mn.us/

https://www.birdislandcity.com/

https://lakelillian.govoffice.com/ 

LEADERSHIP PROFILE: The BOLD School Board seeks a superintendent with strong leadership skills who:

  • Is proficient in managing and optimizing school district financial resources with a strategic approach to budgeting
  • Empowers team members by assigning responsibilities while ensuring clear oversight and accountability
  • Excels in cultivating and guiding a high-performing leadership team to achieve district goals effectively
  • Demonstrates unwavering integrity and a commitment to ethical practices in interactions with the board, staff, and the community
  • Is knowledgeable in navigating and applying both state and federal education mandates to ensure full compliance and operational alignment
  • Has experience in contract negotiations and is adept in navigating the complexities of collective bargaining processes

SALARY/CONTRACT: A competitive compensation and benefits package, with a starting salary of

$115,000 – $140,000, will be negotiated commensurate with experience and qualifications. Contract length is negotiable as provided in Minnesota statute. Additional benefits are available.

APPLICATION DEADLINE: May 29, 2025

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 MSBA prior to 11:59 p.m. on May 29, 2025, and must include the completed online application.

Contact Barb Dorn at 507-508-5501 ([email protected]) with questions.  Applicants are requested to not contact school board members.

BOLD Public Schools is an equal opportunity employer. The MSBA Executive Search Service is an equal opportunity search agency.

Work Based Learning Teacher with Business or FACS

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Job Description:  Full-time (1.0 FTE) workbased Learning Teachers with either Business or FACS Classes –at Faribault High School for 2025-2026 school year.  The position will teach career exploration classes and workedbased learning 1st semester and either business or FACS classes and workbased learning 2nd semester.

Qualifications:  Candidate must be willing to work with one other department member; be aware of and proficient in current best instructional practices; and should be willing to work with all ability levels including  ESL.  Candidates must be well organized, willing to participate in PLC’s.

Compensation & Benefits:
Faribault Public Schools offers a competitive compensation and benefits package along with attractive perks as a school district employee. The district supports an equitably strong mission and vision with many opportunities to contribute to the overall organization and community. Additionally, our schools have several before/after-school activities and summer long programming.

Benefits/Perks include:

For more detailed information, click here for the Faribault Education Association Teacher Contract.
Comprehensive benefits package: health, life, long term disability, dental insurance

  • Substantial personal and sick days
  • Fully paid single health insurance
  • Generous 403(b) match
  • State pension plan
  • Enticing retirement packet State of the art fitness center
    Work-life balance culture

Daily Pay Range: $259.04 – $485.53 depending on experience.

All new employees will have access to useful technology devices, along with designated funds for continued professional development. This position is supported by a caring community of colleagues who value a healthy work-life balance.

In addition to a supportive and collaborative professional environment, the city of Faribault has a number of unique characteristics:
Centrally located on I35; driving distance within an hour of Mankato, Rochester, Twin Cities
Many lakes with great fishing and boating opportunities
Revamped historical downtown with many fun shops, restaurants, brewery and distillery.
Concerts, movies, and farmers market in the park
Over 10 miles of paved bike trails within city limits; including access to the 100 mile Sakatah-Singing Hills Trail connecting from Mankato to Red Wing.
Over 57 parks and amenities; including an aquatics park, BMX park, dog park, pickle ball park, several outdoor ice rinks with warming houses, 743 acres of the River Bend Nature Center, and Alexander Park hosting several baseball diamonds, football and track field and the county fairgrounds.

Join an exceptional highly collaborative team of educational professionals today! Everyday our students and staff put their best Falcon foot forward.

Licensure:               Licensure by State of Minnesota in Secondary Business

Food Service Worker – Class II

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Job Summary:

Works with the Head Cook to complete preparation of main and alternate line(s) menu items for the school and special events, as needed.  Assists with clean up and maintaining a safe, clean food service environment in order to comply with federal, state, local and departmental requirements.  Communicates promptly and works harmoniously with the Head Cook, FS Staff, Students and District Staff.

To see full job description, please click the link below.

Food Service Worker Job Description

 

Benefits

Health Insurance
Health Savings Account
Flexible Spending AccountMedical / Dependent Care
Dental Insurance
Vision Insurance
Aflac Voluntary Plans
Life Insurance
Long Term Disability
Worker’s Compensation

Retirement

403b
Public Employee Retirement Association (PERA)

Other Benefits

Sick Time
Personal Days
Paid Holidays
Uniform Allowance
Equal Employment Opportunity
It is the policy of the Worthington School District to provide equal employment opportunity for all, without discrimination on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation, or age.

ISD 518 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located on the district website’s Title IX page.

Student Success Coach

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Job Description:  
Student Success Coach. Full-time (1.0 FTE) position, Roosevelt Early Learning Center. This position commences with the 2025/26 school year.

General Definition of Work:
Performs intermediate human support work helping coordinate a positive behavior intervention plan that addresses students behaviors and provides a means to help the students become more academically successful. The Student Success Coach also provides classroom and school-wide behavior management strategies drawing on multiple disciplines, including community health, social work, psychology, counseling and education. The Student Success Coach will observe and interact with individuals and groups to assist with the healthy functioning of the students. Interventionists will focus on specific behaviors impacting the students or classrooms, and related work as apparent or assigned. Work is performed under the limited supervision of the Building Principal.

 Qualifications:   
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 individuals with disabilities to perform the essential functions.

Essential Functions:

  •  Lead staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying  antecedents; assist with the creation and alignment of classroom behavioral expectations and classroom management plans; act as a resource regarding student management issues; assist in the planning, developing, and implementation of student behavioral plans.
  • Coordinate and enforce school behavioral expectations, including attendance and classroom alignment with school-wide goals.
  • Work cooperatively to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms; work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
  • Engage students, parents/guardians and teachers in the student behavior intervention plan process and related policies and empower parents and teachers by providing them with skills and techniques to support the positive behavior development of students.
  • Attend appropriate meetings regarding student growth and successes: 504 case conferences, parent meetings, expulsion hearings, etc.
  • Develop and coordinate a repertoire of educational assessment strategies and/or alternatives consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
  • Collaborate with school personnel to create and maintain research based behavioral interventions and train staff in those interventions. Manage the documentation of student behavior; compile, analyze and share student discipline data regularly and use the data to make decisions; use ongoing assessments to maintain a record of student progress.
  • Coordinate and monitor data for ADSIS purposes; track ADSIS student progress according to MDE guidelines and procedures, contribute to the annual yearly report of the ADSIS program, analyze academic and behavior data collected from various records to help determine effective academic and behavioral interventions and present to the School Board updates and progress for the ADSIS program as requested.
  • Collaborate with elementary teachers as students transition from Kindergarten to elementary schools; communicating effective strategies and progress to support continued success for students.
  • Openly communicate with staff and parents/guardians regarding student behavior.
  • Conduct conflict resolution and peer mediation sessions; confer with students and administer appropriate consequences.
  • Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations.
  • Assist in the maintenance of the crisis management plan and school safety requirements.

Knowledge, Skills and Abilities:
Expert knowledge for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior. Exceptional knowledge in the use of assessment and data to inform instruction and prescribe work plans for individual students. Expert knowledge in research based instructional strategies and ability to implement them effectively. Exceptional knowledge in the use of technology to support instruction; proficient with IPad and understanding Infinite Campus. Understanding of and at least 5 years of experience teaching at the elementary level within the past 5 years, students in which are at risk and/or behaviorally challenged. Expert knowledge of PBIS strategies and processes. Demonstrates exceptional skill in the roles of a teacher leader: collaborator, effective communicator, action researcher, reflective practitioner, and learner advocate. Be relationship driven in working with staff, students, and families.

 Education and Experience:
Bachelor’s degree with coursework in education, or related field and considerable experience with at least 5 years of teaching experience at the appropriate school level. Master’s degree preferred.