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Minnesota Association of School Administrators

East Central

Chief Financial Officer (CFO)

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Knowledge/Skills/Abilities Needed:
Comprehensive knowledge of school district financial operations, accounting, budgeting, payroll, auditing, purchasing, financial reporting, and applicable federal and state laws and regulations. Knowledge of Minnesota school finance requirements, including UFARS, MARSS, school funding formulas, and reporting requirements. Ability to analyze complex financial data, develop and manage budgets, prepare financial and enrollment projections, oversee cash flow and capital planning, and implement effective financial policies, procedures, and internal controls. Strong leadership, organizational, analytical, communication, problem-solving, and decision-making skills. Ability to supervise and evaluate staff, communicate complex financial information effectively, maintain confidentiality, exercise sound professional judgment, and establish positive working relationships with District staff, the School Board, governmental agencies, vendors, auditors, and the community.

Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty.

Specific Tasks:
Provide leadership and oversight of the District’s financial and operational functions, including accounting, payroll, benefits, purchasing, budgeting, financial reporting, student accounting, enrollment projections, student registration, and open enrollment. Direct and support the operations of the Finance, Payroll, Food Service, and Buildings and Grounds departments. Lead annual budget development, financial forecasting, cash flow management, capital planning, levy certification, and internal and external audit processes. Ensure compliance with federal and state financial regulations, reporting requirements, and District policies while maintaining effective financial procedures and internal controls. Provide financial analysis and guidance to the Superintendent, School Board, and Finance Committee, including support for collective bargaining and contract negotiations. Evaluate financial systems and departmental operations to promote fiscal responsibility, operational efficiency, and the District’s long-term goals. See the job description for additional information.

Hours Per Day:

1.0 FTE, 260 days per year, year-round position

As per contract

Benefit eligible position: health, dental, and optical insurance, supplemental insurance available, long-term disability coverage, district-paid life insurance policy, retirement plan, sick days, vacation days, holidays, and more!  

Floating Special Education Teacher

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Anticipated Start Date: August 2026

Schedule: 182-day contract per school calendar

Hours per Day: 8 hours

Assignment Location: This position will be a floating position and will work where most needed throughout the Cooperative’s eight alternative programs.

Salary: 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 Floating Special Education Teacher is a licensed special education teacher that reports every day, but is not assigned to a permanent classroom/program. This position is responsible for filling in where most needed in MAWSECO’s eight alternative programs as determined by the direct supervisor or designee. This could include long term substitute work if needed during the school year. This position will mainly work in a teaching position, but may also be assigned, on occasion and if needed, as a paraprofessional, administrative assistant, or other educational support.

QUALIFICATIONS
Education: Minimum of a Bachelor’s Degree in Special Education.

Experience: Minimum of 3 years of special education teaching experience preferred.

Licensure: Current State of Minnesota Teacher License in Special Education (e.g., EBD, LD, ASD, DD, or ABS). EBD Licensure preferred.

Additional Requirement: Valid Minnesota Driver’s License

Abilities: Ability to work in a diverse group of settings with students with a variety of needs.

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.

For more information about each of our programs, please see below:

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: Colleen Carlson, Director of Educational Programs by phone (612) 489-4082 or email [email protected]

MAWSECO is an equal opportunity employer.

Physical Therapist

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Position Type:
  SCRED – Related Services/Physical Therapist

Date Posted:
8/24/2026

Location:
St. Croix River Education District

Physical Therapist

Locations Served: East Central School District; Hinckley-Finlayson School District; Pine City School District
Position Purpose

 

 

Posiition Purpose:

The school Physical Therapist (PT) provides instructional support by collaborating with general education and special education staff regarding adaptations and modifications to educational equipment, instruction, or the instructional environment that may help students with physical disabilities reach their special education goals related to functional mobility and environmental access.

Essential Duties

  • Identification, Screening, and Evalutation
    • Complete in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decision
    • Complete informal screening of students whose parents or teachers express concerns regarding a student’s gross motor abilities
    • Complete school-based evaluations for students ages three through 21 suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
    • Facilitate procurement and review of appropriate medical notes, as applicable
    • Interpret results of motor assessments to determine the effect of physical impairments on a students’ ability to learn and access the educational setting
    • Complete relevant portions of evaluation summary reports, including the documentation evaluation results and present levels, the identification of educational needs, and, when appropriate, additions and modifications necessary to promote adequate progress and access to the general curriculum.
  • Service Delivery
    • Develop therapeutic strategies and accommodations specific to the student’s needs
    • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
    • Provide direct and indirect occupational therapy services to infants and toddlers, ages birth to three, in a home setting throughout the calendar year
    • Provide direct and indirect PT services to students ages three through 21 throughout the school year
    • Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making instructional changes, when necessary, to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
    • Maintain proper documentation of service, in accordance with state and federal requirement
  • Curriculum and Instruction
    • Provide input on curriculum and instruction development, selection, and implementation as requested
    • Assist in the development and procurement of accessible instructional materials, as needed
    • Consultation and CollaborationAssist in Individualized Education Program (IEP) planning for students with physical disabilities and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to PT service, and determining appropriate accommodations, modifications and supports
    • Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the MInnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
    • Assist educational team with the development of evacuation plans for students who require them and provide training on proper use and storage of evacuation equipment
    • Participate in planning and procedural committee meetings at SCRED
    • Advise on the selection of specialized equipment and instructional materials/supplies when the need for
    • Assistive Technology (AT) is identified.
    • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
    • Professional LearningProvide ongoing training to educational teams, including the initial training and ongoing monitoring of the use and care of specialized equipment, curriculum materials, motor and positioning strategies, and environmental modifications
    • Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
    • Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested
    • Develop resources pertinent to PT services when the need for such resources is identified
    • Actively participate in the regional PT community of practice (COP) as well as other relevant state or regional professional learning opportunities
    • Other DutiesPerform other duties as assigned

Education & Training

  • Minimum: Doctoral degree in Physical Therapy from an accredited program (if initially licensed after 2015) or alternate degree from an accredited program (if initially licensed before 2015)

Work Experience

  • Preferred: Three or more years working in a related position

Licensure/Certification

  • Passing score on licensure exam required by the state of Minnesota
  • Current Physical Therapy license in Minnesota or ability to obtain

Personal Skills

  • Ability to work collaboratively on a team
  • Organizational skills to manage multiple projects and schedule
  • A passion and willingness to learn
  • Strong oral and written communication skills
  • Adaptability based on changing needs
  • Solutions-focused problem solving skills
  • Desire to work with students from birth – 21 with a varying level of needs
  • Adept in learning and using new technology

Physical Demands

  • Lifting of students, equipment or supplies up to 20 pounds frequently, up to 50 pounds occasionally, and 100 pounds rarely
  • Job duties may require kneeling, standing, walking, climbing stairs, reaching overhead, sitting on the floor and using appropriate body mechanics for twisting and bending
  • Several tasks and job duties involve a risk of exposure to Bloodborne Pathogens and other potentially infectious materials (OPIM)
  • Travel within and occasionally outside of the SCRED member districts
  • Frequent computer use including long periods without movement

Salary and Benefits

  • Salary: $15,000- $30,000 (subject to negotiated agreement and work experience). Current contract linked to our Teacher Master Agreement
  • Benefits: We offer a comprehensive benefits package for employees. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as retirement, life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance.

Application Procedure
Apply online

Occupational Therapist Long Term Sub

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Anticipated Start Date: November 2026 – March 2027

Assignment Location: Various locations based on student need

Schedule: Approximately 90 day contract as assigned

Hours per Day: 8 hours

Salary: 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.

POSITION OVERVIEW
Under the general supervision of the Special Education Supervisor, Occupational Therapists (OT) will lead the process in the development, implementation, and coordination of the school district’s occupational therapy program for students with disabilities or physical/mental impairments. This will be done through development of individualized programming based on occupational performance deficits in activities of daily living, including: personal care, interaction skills, community integration, work, and communication.

QUALIFICATIONS

  • Possession of a Bachelor’s degree from an accredited college or university in related field.
  • Graduation from an accredited program of occupational therapy recognized by NBCOT.
  • State Certification to practice as evidenced by current state licensure as an Occupational Therapist.
  • Initial certification by National Board for Certification of Occupational Therapy.
  • Motor Vehicle Operator’s License or ability to provide own transportation.
  • Successful prior experience working as an Occupational Therapist, preferably in an educational or other pediatric practice setting.

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.

HOW TO APPLY
MAWSECO utilizes Red Rover’s application platform for its application process. Please click on the following link to view open positions and apply: Application for Employment

POSITION QUESTIONS
For specific inquiries regarding this role, please contact: Andrea Fladeboe, Director of Special Education by phone (320) 543-1122 or email [email protected]

MAWSECO is an equal opportunity employer.

Assistant Superintendent/Superintendent Designee

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About STMA Schools
We are a district that serves over 6,700 students and employs 750+ employees in a northwestern suburb of Minneapolis, Minnesota. Our district consists of one primary school for kindergarten students, three elementary schools for grades 1-4, two middle schools for grades 5-8, and one high school for grades 9-12.

Position Overview & Responsibilities
Position includes being hired as an assistant superintendent in a one-year developmental leadership position under the direction of the current superintendent to help facilitate a district leadership transition. Please see the job description for this assistant superintendent position.

After one year as assistant superintendent, the position would be eliminated and the individual would become superintendent under a 2-year agreement. Please see the superintendent job description.

The intent of the school board is to identify the next superintendent of the STMA School District and have a planned transition that will position this chosen candidate to effectively take over and lead STMA Schools effective July 1, 2028.

Start date: July 1, 2027

FTE: 1.0
Contract: 260/261 days

Salary
Starting salary range is $175,000-$195,000 for initial transition year, with compensation for 2028-2029 and 2029-2030 to be determined commensurate with experience and qualifications.

Benefits

Full-time benefits in the initial year of employment (July 1, 2026-June 30, 2027 benefits summary provided for example, new benefit year begins July 1, 2027). Benefits after the 1st year are set out by individual contract.

Equal Employment Opportunity Employer

St. Michael-Albertville School District is committed to providing equal opportunity to all employees and applicants for employment in accordance with all applicable laws. STMA Schools does not discriminate against any employee or applicant on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, age, veteran status, or status with regard to public assistance. If any employee or applicant needs assistance with any aspect of the application or benefits process, please contact us and alternative formats will be made available upon request.

FMLA Notice: https://www.applitrack.com/pdfs/fmlaPoster2023.pdf.

School Psychologist

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Meeker & Wright Special Education Cooperative #0938

Position Title: School Psychologist

Assignment Location: Delano, MN

Hours per Day: 8 hours

Schedule: 182 day contract per school calendar

Anticipated Start Date: August 2026

Salary: Placement per the teacher contract, based on education and experience + $5,000 hiring incentive

Other compensation: Mileage reimbursement based on current IRS standard business mileage rate

Benefits: As outlined on MAWSECO’s Summary of Benefits

POSITION OVERVIEW

The School Psychologist leads comprehensive psychological assessment and data-based problem solving to support student learning and well-being across general and special education settings. This role advances Multi-Tiered Systems of Support (MTSS), conducts evaluations to determine eligibility and educational needs, and translates assessment results into clear, actionable recommendations. The School Psychologist partners closely with families, educators, and multidisciplinary teams to design and implement effective interventions, strengthen staff capacity, and ensure ethical, compliant delivery of services that promote positive outcomes for students.

QUALIFICATIONS

Education: Minimum of a Master’s Degree in School Psychology and an Education Specialist’s Degree.

Licensure: Current State of Minnesota Teacher License in School Psychology.

Mobility: Valid Minnesota Driver’s License or evidence of mobility.

Expertise:  Advanced knowledge of federal and state laws, due process requirements, and special education eligibility criteria.

Overview of Duties

  • Demonstrate proficiency in psychological test administration, scoring, and data interpretation to inform educational decision-making
  • Lead and support Multi-Tiered Systems of Support (MTSS) implementation, including data-based problem solving and intervention planning
  • Use strong conflict resolution and interviewing skills to build productive partnerships
  • Collaborate effectively with parents, staff, administrators, and community partners
  • Conduct comprehensive psychological assessments to evaluate students for special education eligibility and educational needs
  • Communicate evaluation results clearly to families and school teams and provide actionable programming recommendations
  • Serve as an active, contributing member of multidisciplinary assessment teams
  • Collaborate with fellow school psychologists across the cooperative to strengthen practice and consistency
  • Partner with team members to design, implement, and evaluate evidence-based intervention strategies
  • Develop, implement, and monitor individualized student plans and provide staff training to support effective implementation
  • Facilitate clear communication among administrators, teachers, and families regarding student needs and services
  • Uphold high standards of ethics, professionalism, and confidentiality
  • Ensure compliance with special education law and due process requirements

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 services in the area of special education. In addition to services and leadership within its member districts, the cooperative also operates eight educational programs providing Federal Setting IV special education programming as well as schools that provide general and special education for students in residential care and treatment programs. Our mission is to provide quality special education leadership, services, and support to our staff, students, and families.

POSITION QUESTIONS

Contact Melissa Hanson, Executive Director, at (320) 543-1122 ext. 8103 or email at: [email protected].

MAWSECO is an equal opportunity employer.