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Minnesota Association of School Administrators

East Central

Director of Community Education

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Buffalo-Hanover-Montrose Schools has a vacancy for your consideration. Please find the details below.

POSTING # 2627-5128

Director of Community Education
Schedule:        5 days / week (Monday – Friday), 8 hours / day, 260 Days / Year
Location:         District Office
Beginning:       07/13/2026 or As Agreed Upon
Salary:             $152,784 plus benefits
Deadline to Apply:  06/08/2026 or Until Filled

POSITION DESCRIPTION: 
Buffalo-Hanover-Montrose Schools is seeking an individual who has the vision and expertise to provide leadership and direct the Community Education department.  ISD 877 is a 45-minute drive northwest of the Twin Cities with approximately 5,000 students district wide attend 6 elementary schools, 1 middle school, 1 high school, 1 alternative high school and 1 transitions program.

BHM District 877 website:           http://www.bhmschools.org
City of Buffalo website:               http://www.ci.buffalo.mn.us
ESSENTIAL DUTIES AND RESPONSIBILITIES: 

  • Identifies community needs and plans, develops, implements, and evaluates a balanced program for all segments of the community including, but not limited to, early childhood, youth, adult, and senior citizen education, recreation, cultural and civic affairs, social services, and school age child care.
  • Provides leadership and oversight for all Community Education Programs including Adult Basic Education, Adults with Disabilities programs, School Age Care, Drivers Education, Adult Continuing Education, Recreation, Aquatics, Youth Enrichment, Early Childhood Family Education, School Readiness, Early Childhood Screening, Summer Programming, Community use of School Facilities, and other related Community Education services.
  • Recruits and recommends the selection of staff; trains staff and evaluates progress and performance; assigns and monitors work load of all Community Education personnel including program coordinators.
  • Develops and monitors an annual budget for Community Education programs; directs, controls, and accounts for all Community Education and Summer School expenditures, revenues, and fiscal operations.
  • Develops and implements marketing and communication strategies for Community Education Programs.
  • Assists in coordination of community use for school facilities. Reviews, develops, modifies, recommends, and enforces policies, procedures, and standards for community use of school facilities.
  • Provides leadership for all Discovery Center programs and operations as a building administrator.
  • Leads an active district-wide Community Education advisory council representative of the school district population. Oversees development and operation of other program-focused advisory councils within the Community Education department.
  • Developments and promotes programs that appeal and are relevant to diverse populations.
  • Developments and maintains positive school/business/community partnerships.
  • Serves as district ambassador with the business community.

 

Due Process Specialist

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Anticipated Start Date: August 2026

Schedule: 182-day contract per school calendar

Hours per Day: 8 hours

Salary: $51,000 – $96,900. Placement per the teacher contract, based on education and experience.

Other Compensation: Mileage reimbursement based on current IRS standard business mileage rate for staff traveling on a regular basis.

Benefits: As outlined on MAWSECO’s Summary of Benefits.

POSITION OVERVIEW

The Special Education Due Process Specialist collaborates with special education staff across multiple locations to support the development of evaluations, individualized education programs (IEPs), and other due process documentation in compliance with state and federal special education laws and regulations. This role conducts evaluations and reevaluations and assists with the planning, assessment, development, monitoring, and implementation of special education due process procedures within MAWSECO programs.

KEY RESPONSIBILITIES

Compliance & Data: Monitors and ensures due process policies, paperwork, student records, and local, state, or federal data reporting requirements are handled accurately.

Staff Training & Support: Facilitates training, coaching, and professional development on due process guidelines for licensed instructional staff.

Program Coordination: Assists in planning, organizing, and implementing special education programs, including managing assigned budgetary and purchasing requirements.

Evaluations & Meetings: Collaborates with teams to complete student evaluations in alternative programs and conducts staff meetings to problem-solve student needs.

Stakeholder Communication: Communicates effectively and resolves conflicts with parents, staff, administrators, and the MN Department of Education regarding student and instructional needs.

QUALIFICATIONS

Education: A Master’s Degree in Special Education or a closely related field

Experience: Minimum of five years of classroom experience

Licensure: Valid State of Minnesota Teacher Licensure

Additional Requirement: A Minnesota driver’s license or evidence of equivalent mobility

Abilities: Practical experience in special education (or an equivalent combination of education and experience) is preferred

ABOUT MAWSECO
MAWSECO is an agency of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake, and Rockford) that have joined together to provide quality services in the area of special education. We operate eight specialized educational programs, providing Federal Setting IV programming and support for students in residential care. Our mission is to provide quality special education leadership, services, and support that always meets or exceeds the expectations of those we serve. At MAWSECO, we believe each person has intrinsic value and the capacity to contribute to society.

ABOUT CORNERSTONES
Cornerstones is a Federal Setting IV special education program located at the Wright Technical Center in Buffalo, MN and managed by MAWSECO.

The program is designed to meet the needs of adolescents, grades 9-12 with emotional and/or behavioral special education needs that cannot be met within their home school district. In addition to academics, programming includes social-emotional learning classroom instruction with licensed professionals based on the individual student’s educational needs. Students are bussed by their local school district and attend school from 8:00 to 2:30 daily.

The students’ IEP goals are the focus of learning. In addition, students learn skills to help students succeed and reintegrate into their home district. Programming may include services within the home school district, a work site, Wright Technical Center or a combination of options as appropriate for the student.

ABOUT EASTERN WRIGHT
The Eastern Wright Program is an intermediate level (grades 6-8) federal setting IV special education program designed to meet the needs of students who experience significant emotional and/or behavioral disabilities. The program is located in the Wright Technical Center. The primary goal of the program is to provide social skills and educational support to reduce stress and acquire skills in the emotional, behavioral, social and academic areas and return to the mainstream school as soon as possible. By reaching goals determined by the IEP team, which includes the parents, the Eastern Wright program is able to positively affect the future development and success of each student served.

ABOUT JOURNEYS
The Journeys program is located at the MAWSECO Education Center in Howard Lake and serves children with behavioral needs in grades K-4. It is a multi-district program and is managed by Meeker & Wright Special Education Cooperative.

Journeys serves young students with behavioral needs that cannot be met within their home school district. Typically, these students have not been successful in a less restrictive environment. Students receive academic classes, social and life skills which are individualized to foster learning and successful interactions with peers and adults. Most students function within the average range of intelligence, but may have learning disabilities or discrepancies in their academic achievement. Students are recommended for these services by their IEP team and with the approval of district administration.

The students reintegrate, as appropriate, back to their home school as recommended by the IEP team. Referrals are completed and submitted to the district special education coordinator and reviewed and approved by the Journeys Referral Team.

ABOUT STEP
STEP (Student Transitioning in Educational Programming) is an educational program for young adults ages 18-22 with special needs. It is a community-based special education program emphasizing work experience and independent living skills. Students are eligible for STEP if they meet the following criteria:

  • At least 18 years old
  • Currently receive special education services and have completed the 12th grade in their district
  • Have a current Individualized Education Plan with unmet goals in the area of transition

ABOUT TREK
Trek is a federal setting IV special education program at the MAWSECO Education Center in Howard Lake, MN designed for students who have been identified as having severe communication or neurological disorders. The target population for this program includes students Kindergarten through Age 22 who have been identified with Autism Spectrum Disorders or Developmental Cognitive Disorders and exhibit behavioral patterns which negatively affect the ability to interact with peers or adults in the regular school setting. Trek provides program solutions to effectively create an environment of successful learners.

ABOUT SHOLUND SCHOOL FOR GIRLS
Sholund School for Girls is an educational program located on the grounds of Village Ranch, Inc., a residential facility for females, licensed by the Department of Corrections. The educational program serves students from the residence as well as day students living in local communities. Students attending Sholund range from 12-18 years of age. Some students have pre-identified disabilities in the area of Emotional Behavioral Disorders (EBD) or Specific Learning Disabilities (SLD), or have other learning difficulties. School staff are experienced, and trained to educate and nurture students with these unique needs. Students who qualify for special education services have an Individual Education Plan (IEP) developed by the student’s team.

Meeker and Wright Special Education Cooperative (MAWSECO), ISD #938, serves as the fiscal agent and provides staff supervision, staff development and educational support. Students may be offered mainstream opportunities through the Annandale School District, or their local school district, on an individual needs basis as identified by the student’s team. Opportunities might vary from one block/hour to full-day participation.

ABOUT WINGS ALTERNATIVE PROGRAM
The Wings Alternative Program provides educational services to residents of the Wings Adolescent Treatment Center, a treatment center for chemical dependency for up to 18 adolescents 14 years and older (grades 7-12) from throughout Minnesota and from other states. Local students cannot attend this program.

ABOUT VILLAGE RANCH ALTERNATIVE PROGRAM
Village Ranch Alternative Program (VRAP) is an educational program located on the grounds of Village Ranch, Inc., a residential facility for males, licensed by the Department of Corrections. The educational program serves students from the residence as well as day students living in local communities. Students attending VRAP range from 12-18 years of age. Some of the students have pre-identified disabilities in the area of Emotional Behavioral Disorders (EBD) or Specific Learning Disabilities (SLD), or have other learning difficulties. School staff are experienced, and trained to educate and nurture students with these unique needs. Students who qualify for special education services have an Individual Education Plan (IEP) developed by the student’s team.

Meeker and Wright Special Education Cooperative (MAWSECO), ISD #938, serves as the fiscal agent and provides staff supervision, staff development and educational support. Students may be offered mainstream opportunities through the Dassel-Cokato School District #466, or their local school district, on an individual needs basis as identified by the student’s team. Opportunities might vary from one block/hour to full-day participation.

POSITION QUESTIONS
For specific inquiries regarding this role, please contact: Andrea Fladeboe, Director of Special Education by phone (320) 295-2337 or email [email protected]

MAWSECO is an equal opportunity employer.

High School Career & Technology Education Teacher

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Grantsburg High School is looking for a dedicated and enthusiastic teacher to join our award-winning school and lead our hands-on technical education program. We welcome applicants who are certified in Wisconsin or willing to obtain DPI certification. Most importantly, we’re looking for someone who enjoys working with students, building positive relationships, and creating an engaging learning environment.

This position offers the opportunity to collaborate with a supportive and talented team while using state-of-the-art equipment, including a fabrication lab.  Potential classes include woodworking, metals/welding, engineering, building construction, and CNC/clean manufacturing.  The classroom high end equipment in both the general shop area and the clean tech area.  Plasma cutters, laser engravers, vinyl cutters, and 3D printers are all included in the fabrication lab. All classes are block scheduled, providing plenty of time for hands-on learning.  If you’re passionate about teaching and excited to help students develop valuable skills, we encourage you to apply!

Choir Teacher

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Hinckley-Finlayson School District
Choir Teacher
1.0 FTE for 2026-27

Job Description
Hinckley-Finlayson Schools is seeking a 1.0 FTE Choir Teacher for grades K-12.  The position works at Finlayson Elementary School as well as Hinckley-Finlayson High School.

Institution Description
Hinckley-Finlayson is a rural school district in east-central MN that celebrates learning! We offer students and families a wide range of tools to make their education successful. Our caring staff is dedicated, passionate and committed. We have made a promise to our students and families to be “The place where every student is known, valued and challenged to succeed” and everything we do, is done to fulfill that promise. Now offering robotics and engineering programs, as well as College in Schools (CIS), advanced World Language programs and Advanced Placement (AP) coursework to support our students’ educational growth. Hinckley-Finlayson staff members are experts at helping students with unique challenges develop to their fullest potential.

Qualifications
A MN Teacher License is required.  The ideal candidate would be experienced and proficient in working with students who are beginners as singers as well as with high school students who have many years of singing experience.

Responsibilities
– Develops/ administers K-12 Choir curriculum consistent with school district goals and objectives.
– Promotes a classroom environment that is safe and conducive to student learning.
– Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student’s needs, including students with special needs.
– Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by the district.
– Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
– Coordinates with other professional staff members and participates in PLCs and other monthly meetings.

Application Process
Application materials will consist of a cover letter, resume, license, transcripts and 3 letters of recommendations. Application materials can be emailed to Julie Nelson, HR, at [email protected]. Only electronic submissions will be accepted.

Please see Master Agreement for salary and contract information.

Posting open until June 2, 2026.

Culturally Responsive Instructional Leadership Lead

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Summary/Objective
MnMTSS is the statewide continuous improvement framework. COMPASS is the Collaborative Partnership to Advance Student Success and is a partnership between the Minnesota Service Cooperatives and the Minnesota Department of Education.

The Culturally Responsive Instructional Leadership (CRIL) Lead is an MDE-funded service cooperative employee who serves as a member of a Statewide CRIL Team and supports regional school leader development in the CRIL framework and instructional leadership.

The person hired as a CRIL Lead will be committed to developing school leaders in addressing historical and persistent inequities in educational opportunities and outcomes for students, especially students of color, students with disabilities, and students from low socioeconomic backgrounds, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed. The person hired for this position will also have strong instructional leadership skills and experience developing school leaders to become strong, equity-focused instructional leaders.

The CRIL Lead will have demonstrated an understanding of the CRIL framework, the MnMTSS framework, high-quality core and foundational instruction, and school climate, and the ability to coach leaders to continuously improve their districts and schools towards a more equitable and excellent system.

Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Statewide CRIL Lead Team Responsibilities:
•     Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources based on the CRIL framework quadrants:

  • Critically Self-Reflects on Leadership Behaviors
  • Develops Culturally Responsive Teachers
  • Promotes Culturally Responsive/Inclusive School Environment
  • Engages Students, Parents, and Indigenous Contexts

•     Support the development, curation, and refinement of guidance, professional learning cohorts and series, coaching frameworks, and other resources for developing district and school leaders to be instructional leaders focused on ensuring access to high-quality tier one instruction and layers of support for all students, and a foundational safe and welcoming school climate and layered supports for all students within the MnMTSS framework.

•      Provide internal professional development to other statewide regional teams in the areas of culturally responsive leadership and systems for high-quality instruction and school climate.

•      Develop and continuously improve systems coaching capacity and use of effective technical assistance strategies by:

  • Attending all professional learning provided for regional team members by MDE staff.
  • Participating in coaching provided by MDE staff.
  • Participating in communities of practice with regional colleagues to deepen understanding and skill in regional coordination.

•      As requested by the state leadership team, actively participate in a state tier one instruction cross-functional team.

Minnesota Service Cooperative Responsibilities:

•      Provide support and coaching to internal staff to build capacity for implementing practices aligned to CRIL.

•      Serve as a CRIL specialist on the regional COMPASS team. Collaborate with colleagues to ensure support provided across all content areas is aligned to CRIL and MnMTSS.

District and School Responsibilities:

•      Provide professional learning and coaching opportunities to:

  • Support district and school leaders’ development within the CRIL Framework.
  • Support district and school leaders’ development as instructional leaders with a specific focus on ensuring access to high-quality tier-one instruction and layers of support for all students, especially students from historically and persistently marginalized student groups.
  • Support district and school teams in data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all Tiers.
  • Support district and school leaders to plan for continuous improvement of Tier 1 instruction through engagement with COMPASS support, such as regional content leads and professional development in Learning Acceleration (Atlas).
  • Familiarize district and school leaders with the research on CRIL

•      Other duties as assigned.

Competencies

  • Experience within a K-12 education setting
  • Thorough understanding of pedagogy and best practices within education
  • Understanding of adult learning principles
  • Ability to function cooperatively as a member of a team
  • Ability to reflect on and continuously improve professional practices in response to coaching
  • Experience with group facilitation
  • Experience addressing educational inequity in previous positions
  • Experience with effective implementation practices and systems change
  • Ability to adapt to and work with a variety of school contexts
  • Ability to create a collaborative partnership with educators
  • Experience with Universal Design for Learning
  • Excellent organizational skills and attention to detail
  • Creative, analytical, and problem-solving skills
  • Effective written and verbal communication skills
  • Ability to work effectively and efficiently across agencies and partnerships, individually and as a team member
  • Ability to show initiative in resolving problems
  • Ability to assume responsibility, be well organized, execute initiatives from directives, and approved self-initiatives
  • Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
  • Ability to conduct oneself in a professional and customer service-based manner at all times
  • Proficient in the use of G-Suite applications and online learning platforms
  • Proficiency in adapting to new software and digital tools

Education and Experience
•        Bachelor’s degree in education, school psychology, or a related field

•        Minimum of five (5) years of experience in a PreK-12 School System, with at least three (3) years in a school or district leadership position

•        Valid MN Driver’s License

Preferred Education and Experience
•        Master’s degree in a related education field (school administration, curriculum and instruction, special education, etc.)

•        Significant experience (5-7) years in school leadership or a combination of school and district leadership.

•        Current teaching or administrative license

Environment & Physical Demands
This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

This is a full-time, 260-day, grant-funded position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical work day, travel to the Minnesota Department of Education, and within the region are expected.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

Competitive salary (range $115,000 – $119,000) and benefits, including TRA and a flexible work environment.

Regional Literacy Coach

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Summary/Objective

A Regional Literacy Network Coach is an MDE-funded service cooperative employee who serves as a member of the Statewide Regional Literacy Network and provides support for regional implementation of the READ Act. The Regional Literacy Network coach will support READ Act implementation and continuous improvement process at the regional level through coaching and facilitation of professional learning.

MDE, in partnership with the MSC, provides a unified, statewide support system through the Regional Literacy Network (RLN) that strengthens the ability and capacity of district leaders to guide, implement, and sustain effective literacy instruction to meet the READ Act goal that all students in every grade reach grade-level or above literacy proficiency.

The person hired as a Regional Literacy Coach will be committed to addressing historical and persistent inequities in opportunities and outcomes for students of color and students with disabilities, will be responsible for strengthening educator capacity to deliver evidence-based literacy practices in Tier 1 (core) instruction through the Regional Literacy Network (RLN) Coaching Model to move all students toward literacy grade level proficiency, and will understand MnMTSS as an equity-focused framework through which these inequities can be addressed.

Essential Functions

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Core responsibilities of the RLN Coach include:

  • Collaborate with MDE and the RLN literacy lead to support standardized implementation at the regional level
  • Provide access to state-approved training through coordinated facilitation and coaching of approved professional development courses
  • Support districts in the development and review of their Local Literacy Plan
  • Support Universal and Dyslexia screening administration and data interpretation
  • Provide coaching and consultation to district literacy leadership, including the DLL, for planning, implementation, and evaluation of the READ Act.

Regional Literacy Network Responsibilities

  • Collaborate with MDE and the RLN Lead to coach and support regional implementation of statewide literacy initiatives, including the MN READ Act, ensuring consistent access, coherence, and alignment for districts and charter schools.
  • Support and maintain strong, collegial partnerships with MDE staff, Regional Literacy Network (RLN) members, and regional COMPASS teams to support a unified approach to literacy improvement.
  • In collaboration with the Regional Literacy Network Lead, support implementation of the READ Act legislation with a primary focus on building the capacity of districts to implement evidence-based, structured literacy practices.
    • Adhere to collective agreements for the designated professional learning approach, program resources, coaching tools, and language so that consistent approaches are disseminated to regional districts and charter schools.
    • Model and maintain effective communication and productive, positive, and professional interpersonal relationships.
  • Deliver high-quality professional learning (e.g., in-person, synchronous, and asynchronous sessions), inclusive of the READ Act Paraprofessional Structured Literacy Training (PSLT) for paraprofessionals, train-the-trainers, and volunteers providing literacy support.

Minnesota Service Cooperative (MSC) Responsibilities

  • Serve as a Regional Literacy Network Coach on the regional COMPASS team.
  • Collaborate with colleagues to identify needs, share best practices, and ensure equitable access to literacy resources and support for all districts and charters in the region.
  • Collaborate with RLN Leads to collect and analyze regional knowledge and capacity data to identify the support and coaching needs to build capacity for implementing evidence-based structured literacy practices within the region.
  • With direction from the RLN Lead, work as a contributing member of a designated professional learning design team.
  • Follow Service Cooperative policies and procedures.

District and School Responsibilities

  • Provide job-embedded professional learning and coaching to district literacy leads and/or coaches in evidence-based literacy practices.
  • Provide coaching and support to Local Certified Facilitators (LCF).
  • Enhance district capacity to implement evidence-based Structured Literacy practices in connection to the revised English Language Arts Standards in PK-12 settings.
  • Provide guidance on selecting and effectively using evidence-based literacy curricula, interventions, and instructional materials, ensuring alignment with the revised English Language Arts Standards.
  • Support literacy implementation coaching in PK-12 settings for implementation of evidence-based structured literacy practices in connection to the revised English Language Arts Standards.
  • Provide district-wide support in literacy data collection and analysis to ensure data is being used effectively to inform instruction to support student growth and achievement across all tiers.
  • Accurately assess the needs of assigned sites to prioritize, schedule, and provide support.
  • Support districts in the development of family engagement strategies, including communication for students not reading at grade level and home-based literacy supports.
  • Provide literacy support to districts and charter schools to implement the local literacy plan (LLP).
  • Other duties as assigned.

Competencies

  • Understanding of pedagogy and best practices within education
  • Understanding of adult learning principles and group facilitation
  • Understanding of Minnesota’s K-12 Academic Standards in English Language Arts and B-5 Early Childhood Indicators of Progress
  • Knowledge of curriculum, Structured Literacy and evidence-based literacy practices, formative and summative assessments, and data-based decision-making
  • Understanding of how the MnMTSS Framework serves as the overarching infrastructure within which evidence-based literacy practices are operationalized to maximize student outcomes
  • Ability to function cooperatively and collaboratively with colleagues and educators
  • Ability to reflect on and continuously improve professional practices
  • Ability to adapt to and work with a variety of school contexts
  • Excellent organizational skills and attention to detail
  • Creative, analytical, and problem-solving skills
  • Effective written and verbal communication skills
  • Ability to work effectively and efficiently across agencies and partnerships, individually and as a team member
  • Ability to show initiative in resolving problems
  • Ability to assume responsibility, be well organized, execute initiatives from directives and approved self-initiatives
  • Ability to build open, honest, and trustworthy relationships with people of various personality styles and behaviors – internally and externally
  • Ability to conduct oneself in a professional and customer service-based manner at all times
  • Proficient in the use of office applications and online learning platforms

Education and Experience

  • Bachelor’s degree in education, school psychology, or a related field
  • At least 5-7 years of experience in PK-12 education; preference to those with a secondary (9-12 grades) experience
  • Successful completion (or near completion) of one of the MDE READ Act-approved trainings
  • Current teaching, administrative, or related field license
  • Minimum five years of teaching experience
  • Valid MN Driver’s License

Preferred Education and Experience

  • Master’s degree in a related education field (school administration, curriculum and instruction, special education, etc.)
  • Certified Facilitator or Trainer in one of the MDE READ Act-approved trainings

Environment & Physical Demands

This job operates in a hybrid office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This is largely a sedentary role; however, some office organization and event set-up/tear-down are required. This would require the ability to move and lift 30 lbs., stand for extended periods, and carry items a short distance as necessary.

Position Type/Expected Hours of Work

This is an 11-month position. Hours of work are generally Monday through Friday, 8:00 a.m. to 4:30 p.m., but occasional events outside the typical workday, travel to the Minnesota Department of Education, and travel within the region are expected.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Salary and Benefits

Competitive salary (range $88,000-$92,000) and benefits, including TRA and a flexible work environment.