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Minnesota Association of School Administrators

Community Education Director

Community Education Director

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JOB SUMMARY:

Provide the school board, community education staff, and the community with leadership toward the goals and objectives for which Paynesville Area Public Schools Extra Curricular and Community Education programs are established.  Provide leadership for youth development and youth services for District #741.  Provide direct management and leadership for the Paynesville Area Fitness Center.  Make optimal use of school district facilities and programs and networks with community organizations to promote the Paynesville Area Schools services and programs.

ASSIGNMENT: 

12 month employee

% of Time                                                                      
MAJOR AREAS OF ACCOUNTABILITY:  

30% Develop a comprehensive community education program.

  • Implement a balanced program of educational, enrichment and recreational programs for youth and adults of all ages in the community.

10% Facilitate hiring appropriate staff.

  • Contract citizens, staff and organizations to teach classes; select, train and evaluate community education staff.

10% Administer community education budget.

  • Prepare and submit for approval an annual budget; direct and account for all community education expenditures, revenues and fiscal operations.

10% Coordinate use of facilities.

  • Schedule district facilities and implement school board policies regarding use of facilities.

10% Communicate with Stakeholders.

  • Disseminate information to staff, students, advisory council and community members regarding community education programs, classes and events.

20% Manage Paynesville Area Fitness Center.

  • Provide a comprehensive fitness center program geared at meeting the needs of the district residents and fitness center members.

10% Initiate interagency cooperation. 

  • Promote awareness of community education and school district services through communication efforts with school, community and state organizations; represent district at various local regional and state-wide meetings.

 

CRITICAL SKILLS/EXPERTISE

Physical Involvement:

  • Position requires lengths of sitting, standing, and walking around.
  • Occasional lifting up to 45 lbs.
  • Position requires sitting at a computer for extended periods of time.
  • Position includes periods of physical involvement through fitness equipment demonstrations.

Mental Involvement:

  • Position requires being able to multitask.
  • Individual must be able to visualize outcomes and conclusions, analyze and interpret data, search for solutions to problems, manage resources and evaluate the performance of others.

Working Conditions:

  • Normal office conditions majority of time.
  • Periods of outdoor recreation programming and fitness center supervision.

Supervision of Other Employees:

  • Position includes supervision of all community education full and part-time staff members including parent volunteers, including direct supervision of the Athletic Coordinator position.

 

MINIMUM QUALIFICATIONS

Education:

  • BA/BS degree
  • Community Education Director Licensure required

Experience:

  • Prefer experience in program and budget development.
  • Knowledge of public relations, youth development, and adult education trends
  • Verbal and written communication skills
  • An understanding of business strategies for successful programs.

Special Knowledge or Skills:

  • Knowledge of fitness programming and fitness center management preferred.
  • Equipment, Machines, Tools, Electronic Devices, Software:
  1. Multi-line telephone
  2. Computer and printer
  3. Copy and facsimile machines.

 

JOB OUTCOMES:

  • Projects a positive, cooperative, and respectful attitude with community members, parents, students and other employees.
  • Promotes the community education concept within the school and community.
  • Communicates effectively with school and community committees, advisory groups and personnel to establish a positive relationship with all.
  • Establishes open communication channels within the community to ensure acquisition of information pertinent for the overall development of community education.
  • Supervises community education staff consistently and fairly in accordance with personnel contracts and policies and labor law.
  • Develops and administers department budget within guidelines and consistent with state regulations, rules, guidelines, district policies and procedures.
  • Develops and implements community education programs to better serve the needs of community members.

This description describes the general nature and work expected of an individual assigned to this position.  Employees may be required to perform other job-related duties as requested by their supervisor.  All requirements are subject to possible modification to reasonably accommodate individuals with a disability

Technology Director

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JOB SUMMARY AND OUTCOMES:

Director of Technology is responsible for managing and overseeing the operations and staff of the district technology department and for providing strategic planning, direction and support in the acquisition and use of hardware, software, and networking of information used in school technology, decision making, risk management, and technology training.

ASSIGNMENT: 

260 Contractual Days – Monday thru Friday – 8 hours a day

 

% of Time

MAJOR AREAS OF ACCOUNTABILITY:
60% Leadership Role Responsibilities

  • Provide leadership and oversight the daily activities of the technical support staff responsible for the installation, testing, maintenance, documentation, and support of systems software and hardware. Plan and provide for staff implementation and support of new systems.
  • Establish district’s technology standards; researches industry trends and applies to district needs.
  • Recommends policies and procedures for the acquisition and use of technology related equipment and software.  Evaluates and recommends meeting various department needs within the district. Facilitates or participates in various teams and committees related to technology.
  • Oversees the evaluation, selection and purchasing of all district technology and telecommunications equipment.  Plan and prepare the technology budget, specifications for equipment purchases and contracts with technology consultants and vendors.
  • Supervise the preparation and submission of all required federal, state, and district reports related to the areas of responsibility, e­rate, etc.
  • Facilitate training and guidance for district technology systems. Provide software and equipment for staff; establish and coordinate training programs.

30% Network Administration 

  • Manages and administers the district computer and telecommunications networks. Design, implement, deploy and maintain district­wide technology and infrastructure. Install new or rebuild existing systems.
  • Configure hardware, services, setting and storage in accordance with standards and project/operational requirements.  Perform daily system monitoring, verifying the integrity and availability of all hardware including but not limited to server resources, systems and key processes.

5% Technology Administrator Responsibilities

  • Use strategic planning for continual growth in the areas of student and staff technology use and development.
    Ensure the district/school technology plan goals and objectives are aligned with the school/district long/short range goals.
  • Assist in disseminating technology related information.
  • Assist in development of district technology standards, policies and procedures (e.g. network and workstation security, virus protection, email and internet use).
  • Adhere to and communicate copyright as well as other laws and guidelines pertaining to the distribution and ethical use of resources.

5% “Other” Responsibilities

  • Flexible scheduling.
  • Perform other duties as assigned.
  • Actively seek out opportunities to grow professionally.

CRITICAL SKILLS/EXPERTISE

Physical Involvement:

  • Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift and /or move up to 100 pounds. Vision abilities required include close vision and color discrimination.

Mental Involvement:

  • Position requires working accurately with detailed information on a regular basis.
  • Position requires responding to interruptions while maintaining the need for accuracy in work production.
  • Position requires meeting deadlines and setting priorities.
  • Position requires the ability to analyze data and solve problems

Working Conditions:

  • Normal educational working conditions.

Supervision of Other Employees:

  • This position does not include direct supervision of other employees.

 

MINIMUM QUALIFICATIONS

Education:

  • Bachelor’s Degree with a major in Network Administration, computer science, or a closely related field.

Experience:

  • At least 5 to 8 years of prior related work experience.
  • Technical certification are preferred

 

Special Knowledge or Skills:

  •  Developing technology plans, projects and procedures including disaster recovery procedures, the design of security procedures, department documentation processes.
  • Delegating, supervising, planning and prioritizing the daily activities of technology personnel including oversight/support of District website.
  • Implementing and assisting district staff in the troubleshooting of network systems, telecommunications, web services, email, voicemail, and enterprise systems.
  • Technology systems and their relationship to teaching, learning, and youth.
  • Implementing and assisting district staff in the troubleshooting of network systems, telecommunications, web services, email, voicemail, and enterprise systems.
  • Planning, coordinating and implementing district technology plans, projects and programs.

This description describes the general nature and work expected of an individual assigned to this position.  Employees may be required to perform other job-related duties as requested by their supervisor.  All requirements are subject to possible modification to reasonably accommodate individuals with a disability

Special Education School Psychologist

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Special Education Position Opening:  School Psychologist

The Bemidji Regional Interdistrict Council (BRIC), a large special education services cooperative serving 11 member Districts in North Central Minnesota has an opening for a 1.0 FTE School Psychologist for the 2023-2024 school year.  This is a full-time, permanent position.  The BRIC is a well established and highly regarded special education services cooperative serving multiple Districts in North Central and Northwestern Minnesota for over 50 years.   Administrative offices are located in Bemidji, Minnesota.

The BRIC Special Education Services Cooperative maintains four full-time School Psychologists. The School Psychologists provide direct and indirect support services pre-k through grade 12 including working with students at risk and students with special needs including assessment, consultation and collaboration with teachers, parents, guardians, support agencies and providing in-service training on a variety of educational issues.   The BRIC School Psychologists typically travel out to assigned Districts Monday, Tuesday, Thursday and Friday each week.  Wednesdays reserved for in office work at the Cooperative’s Administrative Offices located in Bemidji.

This position is open until filled.

Student Support Provider

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Student Support Provider
**$5,000 signing bonus provided**

Position Location: Pine City Elementary School

Position Purpose:
The Student Support Provider position brings unique knowledge and skills to the school system and the student services team. Student Support Providers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy.  Student Support Providers are instrumental in furthering the mission of the schools, which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. Student Support Providers are hired by school districts to enhance the district’s ability to meet its academic mission, especially where home, school, and community collaboration is the key to achieving student success.

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
    • Support collaboration with the county, school district, and education district to implement a screening process to promote early intervention with students at-risk for mental health problems
    • Participate in the Student Assistance Team (SAT), Problem Solving Team (PST), Student Support Team (SST) and/or other data team meetings within the building(s) of assignment
    • Collect information to identify and analyze problems and develop, implement, and evaluate intervention plans
    • 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
  • Social Emotional Learning Assessment and Services
    • Complete screenings to assist students, families and school staff in determining appropriate social emotional and/or mental health supports, both internally and through outside agencies
    • Support families in arranging for services from an outside agency and gather relevant school information to assist in evaluating the effects of treatment as requested
    • Provide direct Social Emotional Learning (SEL) services to individuals, small groups, classrooms, or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Assist in the design and delivery of Extended School Year services for students on IEPs who have mental health needs
    • Provide SEL-related education and consultative services to school staff and families
    • 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 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
    • Plan and implement professional learning opportunities regarding SEL at SCRED and building(s)/district of assignment as requested
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Staff and support the Reset Room for general education students
    • 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
  • School Engagement
    • Assess students’ levels of engagement/withdrawal by monitoring risk factors such as attendance, tardiness, behavioral referrals, poor academic performance, and in-school or out-of-school suspensions
    • Respond on a regular basis to students’ educational needs according to their type and level of risk for disengagement from school
    • Provide regular feedback to students and families about their overall progress in school and in relation to specific risk factors
  • Other Duties as Assigned
    • Perform other duties as assigned

Program Manager Community Education (Emphasis on School Age Care Program {Kidstop} & Full Day Four Year Old Early Learning Program {Four Star Express}

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Job Summary: To inspire and prepare each and every scholar with the confidence, courage and competence to achieve their dreams, contribute to the community, and engage in a lifetime of learning.  Position provides support to our Community Education program areas (focus areas include: Four Star Express and Kidstop).  Preferred community education program experience, and a willingness to work in multiple program areas.  Must possess excellent written and verbal communication skills, computer skills, collaboration skills and the ability to work effectively with diverse groups of people.

Schedule:  In order to best meet the needs of our customers and our staff team, core hours and working location will be developed upon hire and may flex based on program need or time of year.  Core hours are generally 8:00am-4:30pm.  Primary office location is the Educational Service Center, 11200 93rd Ave N, Maple Grove, MN 55369, however onsite support at several different schools within Osseo Area Schools.  This is a salaried position that operates during the school year and summer. Some early morning and evening hours will occur with minimal weekend hours.

Essential Duties of Position Include: Assist with the overall leadership and development of multiple program areas- emphasis will be placed on School Age Care and Early Learning with some other opportunities to help support other OST (Out of School Time) and community education programs.
Assist with recruiting, training, evaluating and supervising non-licensed staff.  Personnel and conflict management skills needed.
Support the overall development and growth of our programs and staff.  This includes working on long and short term projects or focus areas, guiding and providing feedback on program marketing, partnerships and professional learning and training opportunities all while balancing staff, student, and stakeholder feedback in the process.
Assist with development, implementation, evaluation of various quality improvement areas and initiatives for programs.
Direct supervision of staff in early learning and school age care programs at multiple sites.  Ensuring staffing ratios and implementation of program guidelines, operations and expectations.
Understands and ensures compliance with rules, regulations, and laws regarding childcare assistance and programs.
Establish, create, maintain and collaborate relationships within each school and other district personnel and departments.
Manage data and communication with stakeholders. Organize workflow in multiple school environments and assign/delegate job duties.
Willingness to learn and provide leadership in multiple program areas that may vary based on time of year or program needs.
Willingness to be flexible in supporting multiple program areas potentially at one time, and have the ability to prioritize work needs.
Supporting, developing and assisting with programs that operate M-F 6:30am-6:00pm during the summer and school year.  Programs are open on most Non School Days during the school year.
Work with families, students and staff to best meet the needs of students. Collaborates on inclusion needs and assists in resources, strategies, and meetings as needed.
Use of technology to support work, database and recordkeeping needs. (Knowledge of Frontline, Eleyo, Google experience preferred)
Monitor and support program revenues and expenses including site budgets and responsibilities (staffing levels/ratios), reconcile purchases, create systems and coordinate purchases for site ordering.
All other duties as assigned.

Qualifications: Bachelor’s Degree required, areas of study to include Education, Business Administration, Park and Recreation, and/or related fields.  Early childhood experience is a plus.  Must possess excellent written and verbal communication skills, computer skills, collaboration skills and the ability to work effectively with diverse groups of people.  Experience in supervising and coaching programs and staff.  Must have extensive knowledge of child development and working with students who may need additional support due to various needs.