Eastern Carver County Schools, located in Chaska, Minnesota, seeks an individual with visionary leadership and strong administrative skills to lead a district of over 9,300 students. The salary will be in the range of $232,000 to $242,000 plus includes an excellent comprehensive benefits package. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting Board criteria.
Superintendent
Teacher- Special Education (Cross Categorical)
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- Special Education (Cross Categorical)
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.
Instructional Coach
Job Description:
An instructional coach builds the capacity of Tier 1 (core) classroom teachers by supporting teachers’ capacity to implement evidence-based practices, increasing student engagement, and improving student academic achievement.
This support will take place in a variety of ways:
Job Embedded Coaching and Professional Development:
Effective literacy coaches spend 80% of their time working directly with teachers to enhance evidence-based practices. They apply a variety of coaching techniques, choosing the most appropriate approach for a given situation. They support teachers in making instructional decisions based on data gathered as evidence of student learning.
Instructional Leadership:
Instructional coaches are integral members of leadership teams at the school and district level. They are teacher leaders who push forward site and district goals, build alignment and coherence in our EC-12 district, analyze data to prioritize support, and support teachers in using data to make instructional decisions. Coaches are routinely expected to develop and lead large group and small group professional learning.
Collaboration:
The instructional coach teams with administrators, other coaches, and classroom teachers in a collaborative, reflective relationship to enhance instructional capacity and maximize student learning. Coaching provides non-evaluative teacher support through action planning, co-planning, observing, modeling, conferencing, and co-teaching that is differentiated to meet teachers’ professional learning needs.
Essential Duties and Responsibilities:
- Use a variety of strategies to establish rapport and trust with teachers and leaders
- Work collaboratively with teachers to set professional growth goals and monitor progress
- Analyze student data and assessment results to identify strengths, weaknesses, and gaps in student learning and co-create responsive instructional plans
- Model effective instructional strategies for teachers as needed
- Provide constructive feedback to teachers on observed instructional techniques. Coaching observations are completely non-evaluative.
- Facilitate team meetings that focus on data analysis, problem-solving, coordinating services, and improving instructional practices
- Serve as a teacher leader on assigned committees that focus on student achievement
- Serve as a liaison between the district and school by attending district-level meetings/workshops and sharing the information with the appropriate stakeholders
- Apply principles of adult learning when providing building-level and district-level professional development
- Reflect on coaching practices and engage in continuous improvement to meet the diverse needs of teachers
- Advocate for equity to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
- Maintain essential coaching records including coaching logs, data meeting minutes, calendars, etc.?
Executive Director
This Executive Director administrative position includes a 260 day contract starting July 1, 2024. This position is responsible for providing overarching innovative leadership and vision to the West Central Education District (WCED), support to the transitioning Special Education Director, evaluation of service models to ensure success long term, and collaboration within the 4 member school districts of Albany, Melrose, Paynesville and Sauk Centre. This includes, but is not limited to WCED joint powers board development in governance and policy, assurance of compliance with all state and federal regulations, and regular consultation with administrators.
WCED is the home to the Alternative Learning Center to serve the members and surrounding districts. Setting IV special education services are delivered for students with behavioral needs and a transition program for students is being developed to support the growing needs of the 18-22 students with disabilities.
WCED has a continuum of support for each member district to provide day-to-day support to special education staff and support the Multi Tiered Systems of Support (MTSS) for system accountability and improvement. WCED employs a Board Certified Behavior Analyst and full time business manager to support the unique needs that surface through special education programming within the Ed District and its member districts. The Executive Director will have weekly travel to member districts with an administrative office located in Melrose at the WCED offices.
SALARY/BENEFITS
Salary range from $130-140K and competitive benefit package
ESP – Kidstop AM Position (Positions vary from 1.5-3.5 hours/day; 5 days/week)
Job Title: ESP – Kidstop AM Position (Positions vary from 1.5-3.5 hours/day; 5 days/week)
Position Type:
Kidstop/Kidstop ESP
Location:
To Be Determined
Closing Date:
Until Filled
Job summary: To be responsible for assisting in the supervision of the Kidstop children. Our program supports our mission 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.
Four Star Express School Year Sites: Basswood, Cedar Island, Fernbrook, Oak View, Rice Lake, Rush Cree, Weaver Lake, Woodland
Kidstop School Year Sites: Basswood, Cedar Island, Edinbrook, Elm Creek, Fernbrook, Oak View, Rice Lake, Rush Creek, Weaver Lake, Woodland
Responsibilities and tasks include:
Follow all district, building and program health and safety procedures while creating a positive, welcoming, engaging environment.
Ensure that vulnerable scholars are adequately supervised, which may include extra support.
Operate adaptive equipment (i.e., wheelchairs, and augmentative communication devices, assistive technology) and ensure their safe and proper use as needed.
Assist scholars with the self-care tasks of feeding, dressing, and toileting. Lifting, moving and transitioning may be necessary for repositioning and/or functional tasks as needed. Under the direction of a licensed school nurse or registered nurse, perform basic medical procedures to include, but not limited to, tube feedings, seizure recognition and precautions, etc
Work with the instructors and program manager to support and assist in leading a variety of enriching activities that promote the health, social skill building and wellness of scholars.
Work with staff to implement a schedule of activities based on the needs and ages of the scholars. Participate in activities. Activities include, but are not limited to, language arts, science, physical fitness, movement, games and events.
Support group activities like clubs, camps, reading, science, social skills, games, or other areas as needed
Participate enthusiastically in the activities with the scholars.
Be a positive role model and an excellent leader to staff and scholars.
Great customer service skills. Greet the families and scholars.
Communicate verbally and in writing accidents or incidents concerning scholars or staff in conjunction with the site and program leaders. Observe, collect, document and report data as directed through an IEP if applicable.
Help families with signing in and signing out. Laptop and Ipad experience is preferred.
Be knowledgeable of the program.
Work with and support all scholars in the program.
Maintain confidentiality and privacy of scholars and families. Communicates with appropriate personnel as dictated by Federal Education Reporting Practices Act (FERPA) and District policy.
Carry out the philosophy of Kidstop, District 279 Mission, and the policies and procedures.
Attend all staff meetings, in-service workshops, and Kidstop sponsored events and complete required training that is needed.
Minimum qualifications include:
Must be at least 16 years of age.
Must have knowledge of and be able to assist the instructor to plan and lead activities
Must be able to assist in implementing program wide initiatives in the areas of health and fitness.
Must have knowledge in and ability to lead groups.
Must be energetic, have strong communication skills and organizational skills. Must be confident, patient, sensitive, understanding and able to work with elementary aged scholars.
Must believe in the mission of District 279 and have the desire to build on the strengths of the district.
Must be a team player and able to communicate with all ages.
Must love working with all scholars and have previous working experience. Child development knowledge is a plus.
Preferred Qualifications include:
Experience working with students
Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract ; $17.00 to $22.58/hourly? depending on experience
Job Type: Part-time, school year
Work Hours: Positions will vary from 1.5-3.5 hours/day; 5 days/week — Hours assigned will be between 6:15am – 9:45am. Hours will be determined and notified no later than August 15, 2023. Currently Kidstop is at the following at elementary sites Basswood, Cedar Island, Edinbrook, Elm Creek, Fernbrook, Oak View, Rice Lake, Rush Creek, Weaver Lake, and Woodland.
Bargaining Unit: Educational Support Professional
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.