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Minnesota Association of School Administrators

Teacher Apprentice – ABS

Teacher Apprentice – ABS

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Position Summary:

Owatonna Public Schools (OPS) has been approved to partner with MSU-Mankato to offer teacher apprenticeships for prospective teachers. OPS provides big-school opportunities in a right-sized setting to ensure opportunities for all students are realized in the classroom and in life.  We are a close-knit community of educators with high expectations for our schools and their students. OPS is committed to recruiting, preparing, and retaining a diverse cadre of culturally competent educators dedicated to high-level teaching. Our mission is to cultivate an environment where all students can achieve success, supported by educators who embody dedication, cultural understanding, and a passion for lifelong learning. The Apprentice ABS Teacher program is a two-year program that provides a unique opportunity for individuals who are enthusiastic about making a significant impact in the lives of students to gain in-depth classroom experience with highly effective journeyworkers.

The Apprentice ABS teacher will serve as an integral part of our innovative and inclusive instructional program toward the growth and development of all students who come from diverse, cultural, economic, and ability backgrounds while also successfully completing a course of study in Special Education-ABS. Ideal candidates will bring a solid foundation in equity and technology, ensuring high levels of learning for all students. Candidates must possess the ability to develop strong relationships with students, families, and colleagues, optimism, resiliency, curiosity, perseverance, and passion for personal growth and student success. A passion for learning and the ability to develop strong relationships with colleagues, families, and students are essential for success in this role. Upon successful completion of the program, the Apprentice ABS teacher will earn a bachelor’s degree with a Tier 3 license to teach and an Apprentice certification.

Position Requirements: 

Eligibility requirements include being a classified employee in good standing; Associates’ degree (or 53 credits) from an accredited college/university; and acceptance to MSU-Mankato and its teacher education program. Candidates must be available to work in a full-time capacity (teacher schedule) for the 2026-2027 and 2027-2028 school years. Additionally, candidates must be able to work/attend summer courses in the summer. Bilingual skills in Spanish or Somali are highly desired to better serve our diverse student population.

Schedule:

Follows the teacher’s schedule based on the building assignment. One day per week is dedicated to classwork for the program.

Rate of Pay:

$25.00/hour

Benefits offered for this position are as listed – Non-Affiliated, Non- Exempt FT School Year:

– Health Insurance offered through Blue Cross Blue Shield (single and family)

– Dental Insurance (Single and Family)

– $50,000 Life Insurance

– Long Term Disability

– Public Employee Retirement Association (PERA) pension

– 403(B) Matching Annuity Plan – up to $600/year match

– Earned Sick and Safe Time (ESST)/Sick Leave

– 2 personal leave days/year

ISD761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

Payroll Lead

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JOB ID: 4695 – Payroll Lead – Full-time position beginning 6/1/2026.

Location: District Office

Scheduled Hours/Days: Monday – Friday 7:30 am – 4:00 pm — 260 days/year

Qualifications: 2 year degree in accounting, finance or business related field.

Pay Rate/Range: $75,951 – $78,951 – subject to change upon the settlement of the 2026-2028 Confidential Employment Agreement.

Compensation/Benefits/Perks:
Comprehensive and affordable benefits package including:
Medical. Dental. Vision.
Life/AD&D, and Long-Term Disability Coverage.
403 (b) Plan and District Match
District Paid Life Insurance

Deadline: 4/3/2026 — EOE (3/11/2026) Employment is contingent upon completion of a background check.

Head of School

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Our Mission & Vision

At Franklin Center, we provide a holistic, multi-service destination where neurodiverse individuals are seen, understood, and championed. Our vision is to create a world where unique neuro-types are not just accommodated but celebrated for their essential contributions. Through Franklin Academy, Franklin Therapy, Franklin Enrichment, Camp Franklin, and our Capstone adult services, we build a “bridge” of support through early adulthood.

About Franklin Academy
Franklin Academy is a private, accredited K-12 micro-school currently serving 90 students with the potential to grow to between 100 and 105 students. We are defined by our commitment to neurodiverse learners through a holistic model that integrates academic, social, emotional, and mental health needs. Our unique environment utilizes shared-grade classrooms and a high-collaboration faculty of 33 staff members, including lead teachers, classroom behavior therapists, and administrative support, to ensure every student is met where they are.

The Role: Head of School
The Head of School is the primary operational and visionary leader of Franklin Academy. Reporting to the Executive Director, you will be charged with creating a “Franklin Framework” that articulates our student-centric, holistic model and provides a structure for executing it consistently for both our staff and families.  We are seeking a Creative Systems Builder—someone who views the unique challenges of a micro-school not as obstacles, but as opportunities for innovation. You will translate our mission into clear, repeatable operations while constantly seeking creative solutions to evolve our model for the neurodiverse community.

The Leadership Philosophy: Empowering the Frontline
We believe in Empathetic Leadership. Our staff work each day diligently to provide individualized skills and learning experiences for our students; your role is to provide them with a clear “Execution Plan” to prevent burnout and decision fatigue. You will act as an Operational Leader & Faculty Mentor, coaching a multi-disciplinary team to balance their deep heart for the work with the operational clarity required for holistic growth.

Key Responsibilities

Innovation, Systems & Operations

  • Drive innovation within the micro-school model, identifying creative ways to utilize space, time, and talent to better serve our 90 students.
  • Design and refine school-wide systems for personalized learning goals, ensuring every student’s academic and social-emotional path is visible and supported.
  • Ensure achievement of high operational standards while maintaining a predictable, supportive environment for our 33-person staff.
  • Continue to build on our Academic learning progressions and behavior-emote reporting through the increased understanding of the newly created data architecture.

Instructional Mentorship & Team Alignment

  • Facilitate structured interdisciplinary meetings that align academic, behavioral, and therapeutic goals for every student.
  • Clearly articulate roles and responsibilities across the multi-disciplinary team, ensuring every staff member (from teachers to behavior therapists) understands their unique contribution to the student’s success.
  • Establish and maintain a clear chain of command and communication loops to ensure information flows seamlessly between classrooms, the therapy team, and leadership.
  • Serve as the key point of contact for families, translating school-wide progress into stories of holistic growth so parents feel like empowered partners.

Cross-Functional Collaboration

  • Work as a strategic partner with the Directors of Franklin Therapy, Capstone, and our Enrichment & Camp programs to ensure a seamless “wraparound” experience for families.
  • Collaborate with Therapy leads to ensure regulation-focused strategies are woven into the classroom fabric, creating a consistent environment across service lines.
  • Partner with the Capstone team to align the high school curriculum with our adult programming, shifting the focus toward employment readiness, functional life skills, and community independence.

Fiscal & Strategic Leadership

  • Lead the creation and execution of the Academy’s annual budget in close partnership with the Finance Director, ensuring resources are aligned with student needs and long-term sustainability.
  • Participate in Board of Trustees meetings, providing transparent reporting on Academy outcomes, enrollment trends, and strategic progress.
  • Work with the Executive Director to ensure the Academy’s objectives and goals are aligned with the broader Franklin Center’s mission and program goals.

Assistant Principal, Elementary

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POSITION:

Assistant Principal, Elementary

 

TYPE OF POSITION:

220 Days

 

QUALIFICATIONS:

Required

Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years relevant educational experience
Preferred

Administrative experience
Experience with early learners specifically PK-3
Experience with English Learners and Special Education programs, processes and compliance
SALARY: $104,825 – $110,825

 

POSITION SUMMARY:

 

St. Cloud Area Schools seek adaptive building administrators who are dedicated to the pursuit of academic excellence by ensuring high achievement for all students through a model of high standards and high support. Our leaders must be committed to fostering a sense of belonging, where the authentic identities of every student, staff member, and family are recognized and valued within a racially, culturally, and linguistically diverse community. Through collaboration and mindful leadership, the Assistant Principal will partner with the principal and stakeholders to create a culture of physical, emotional, and academic safety. Successful candidates will be prepared to recognize and redress inequities, leveraging a shared sense of trust and community to implement the District’s mission and strategic plan.

Key Anchors of the Role

Safety: Establish a systematic environment of trust and restorative practices where every member of the school community feels secure and valued.

Belonging: Champion culturally relevant curriculum and inclusive engagement strategies that empower students and families of all backgrounds.

Collaboration: Work cooperatively with staff, parents, and community partners to analyze data and adapt school programs to meet evolving needs.

Academic Excellence: Drive high achievement for all learners by supporting differentiated instruction and professional learning aligned with high-impact, evidence-based standards.

ESSENTIAL FUNCTIONS:

Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.

Ensure instruction and curriculum are culturally relevant and engaging.
Support implementation of a differentiated instructional program that ensures all learners have access to the guaranteed and viable curriculum.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Create and sustain a positive climate and culture that inspires a shared sense of community built on safety, belonging, collaboration, and academic excellence.

Integrate social-emotional learning into curriculum and instructional practices.
Use student-centered, restorative approaches to managing student conduct.
Support Positive Behavior Interventions and Supports (PBIS) and student-centered restorative practices to ensure student conduct management is rooted in safety rather than just compliance
Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Assist with the supervision of licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Supports extended day and extended year programming that meets the interests and needs of a racially and culturally diverse student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.
Create and sustain family and community engagement with the school community.

Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of the students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.
PHYSICAL FACTORS:

Frequent: walking, standing, sitting, hearing, talking, and seeing.
 

BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance.

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

St. Cloud School District 742 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 at https://www.isd742.org/about-us/title-ix.
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It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Assistant Principal, Secondary

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POSITION:

Assistant Principal, Secondary

 

TYPE OF POSITION:

225-230 Days, based on level of assignment

 

QUALIFICATIONS:

Required

Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal
3-5 years relevant educational experience
Preferred

Administrative experience
Experience with English Learners and Special Education programs, processes and compliance
 

SALARY: $110,825 – $116,825

 

POSITION SUMMARY:

 

St. Cloud Area Schools seek adaptive building administrators who are dedicated to the pursuit of academic excellence by ensuring high achievement for all students through a model of high standards and high support. Our leaders must be committed to fostering a sense of belonging, where the authentic identities of every student, staff member, and family are recognized and valued within a racially, culturally, and linguistically diverse community. Through collaboration and mindful leadership, the Assistant Principal will partner with the principal and stakeholders to create a culture of physical, emotional, and academic safety. Successful candidates will be prepared to recognize and redress inequities, leveraging a shared sense of trust and community to implement the District’s mission and strategic plan.

Key Anchors of the Role

Safety: Establish a systematic environment of trust and restorative practices where every member of the school community feels secure and valued.

Belonging: Champion culturally relevant curriculum and inclusive engagement strategies that empower students and families of all backgrounds.

Collaboration: Work cooperatively with staff, parents, and community partners to analyze data and adapt school programs to meet evolving needs.

Academic Excellence: Drive high achievement for all learners by supporting differentiated instruction and professional learning aligned with high-impact, evidence-based standards.

ESSENTIAL FUNCTIONS:

Create and sustain positive learning outcomes with a racially, culturally, and linguistically diverse student population.

Ensure instruction and curriculum are culturally relevant and engaging.
Support implementation of a differentiated instructional program that ensures all learners have access to the guaranteed and viable curriculum.
Provide opportunities for students to envision their futures, explore careers, and prepare for college.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Create and sustain a positive climate and culture that inspires a shared sense of community built on safety, belonging, collaboration, and academic excellence.

Integrate social-emotional learning into curriculum and instructional practices.
Use student centered, restorative approaches to managing student conduct.
Support Positive Behavior Interventions and Supports (PBIS) and student-centered restorative practices to ensure student conduct management is rooted in safety rather than just compliance
Provide information and input to the principal regarding the operational functions of the school including purchasing, staffing, scheduling, record-keeping, and reporting to various government agencies.
Assist with the supervision of licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Support an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.
Create and sustain family and community engagement with the school community.

Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Engage higher education, business, and community partners to create increased career and college opportunities for all students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.
PHYSICAL FACTORS:

Frequent: walking, standing, sitting, hearing, talking, and seeing.
 

BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance.

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

St. Cloud School District 742 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 at https://www.isd742.org/about-us/title-ix.
​
It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Teacher- Kindergarten (Long-Term Substitute)

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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.