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Minnesota Association of School Administrators

East Central

Special Education Teacher

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Benton-Stearns Education District-Full-Time Special Education Teachers-Setting IV

The Benton-Stearns Education District #6383 is seeking qualified applicants for full time (1.0) teaching positions for our Setting IV and residential programs for the 2022-23 School Year.  We have programs located in the Minnesota communities of Cold Spring, Sartell, and Sauk Rapids.  We have a variety of teaching positions available.

At Benton Stearns, we serve students from our 6 member districts of: Foley, Holdingford, Kimball, Rocori, Sartell, and Sauk Rapids-Rice.  Students in our programs have been referred to us by their home districts due to needing extra support not available in the general education setting.  Our programs support students with a variety of disabilities and significant social, emotional, and academic learning challenges in grades kindergarten to twelve plus. During their time at Benton-Stearns, students learn life, social, and academic skills with the goal of reintegrating back to their home schools. We are relationship based and use positive supports to increase motivation and decrease unexpected behaviors.  We offer small class sizes with low adult to student ratios.  Case management typically ranges from 6-10 students. 

Applicants should have the ability and skills to work with high needs students. These positions will be responsible for development of positive behavioral interventions, classroom curriculum, case management and due process. The candidate will be expected to communicate effectively with parents, students, district staff, social workers, probation officers and co-workers.

Art Teacher

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East Central High School is seeking a 1.0 FTE Art Teacher for grades 7-12 for the 2022-2023 school year.

Audiologist

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Benton-Stearns Education District is seeking applicants for a part-time licensed Audiologist.  This position is for a total of 50 days of service.

Benton-Stearns Education District is located in Central MN and serves six member districts including: Foley, Holdingford, Kimball, ROCORI, Sauk Rapids-Rice and Sartell-St. Stephen.  The Audiologist will be required to travel between member districts in order to provide the necessary services and support.  Compensation for mileage between districts will be reimbursed at the federal rate.

Primary Responsibilities Include:

– Fit, adjust and monitor the amplification equipment.
– Evaluate hearing and ear function and report findings to health professionals, parents, and educators.
– Assist with determination of eligibility for service.
– Assess the benefit of amplification systems to better program for student needs.
– Consult with educators regarding hearing loss, amplification and acoustics.
– Evaluate classroom acoustics/listening environments.
– Advocate for appropriate assistive amplification to meet the needs of students with hearing loss.

Preferred Qualifications:

Skills in clinical hearing evaluation.
Knowledge of real ear probe mic amplification evaluation, middle ear assessment, ostocopy, amplification benefit determination and troubleshooting, ear mold impressions.
Optimizing amplification in the classroom ranging from simple issues (batteries to teacher/para/interpreter) to commitment to monitor the proper use and function of the equipment.

School Social Worker/Psychologist/Counselor

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Position Purpose:
The School Social Worker/Psychologist/Counselor position brings unique knowledge and skills to the school system and the student services team. School Social Workers/Psychologists/Counselors 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.  This position is 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. School social workers 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.

Position Location: Currently, we have one school social worker/psychologist/counselor position open for the 2022-23 school year serving Pine City Elementary School.

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
    • Collaborate 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
    • 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

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 licensed educational experience
Preferred

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

St. Cloud Area Schools seek building administrators who have demonstrated the capacity to ensure high academic achievement for all students.  Candidates must demonstrate the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.  Leaders must be prepared to recognize, respond to, and redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.  Valuing strengths and exhibiting mindful leadership, successful candidates will understand how to leverage success to create a healthy, thriving school community.  In addition to supporting instruction, operations, and student life, the assistant principals will support the building principal in implementing the District’s mission, core values, and strategic plan.
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 challenging, rigorous coursework, and grade level standards.
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 trust, collaboration, and safety.

Integrate social-emotional learning into curriculum and instructional practices.
Use student-centered, restorative approaches to managing student conduct.
Support school wide behavior management using Positive Behavior Interventions and Supports (PBIS).
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 certified and non-certified 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.
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.

 

It is the prerogative of the District to assign staff so as to best meet the needs of the District.

 

High School Principal

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The Foley Board of Education (District 51) is announcing an opening for the position of a High School Principal. The Board is seeking applications from highly qualified and motivated candidates who will purposefully develop a cooperative and professional culture that pursues educational excellence.

Our caring staff, financial stability, solid enrollment, and community support provide the basis for our work to accomplish our mission of bringing together students, parents, staff, and community to provide a quality education with an emphasis on developing the full potential of the individual.

Foley Public Schools Information:

Foley Public Schools has an enrollment of 1900 students with 600 students at the high school. The high school houses grades 9-12.
Over 360 students who choose to open enroll with us.
Active and successful student activities program.
A committed and caring school community who exemplify the core values of achievement, respect, support, and kindness.
Professional Learning Community (PLC) manner of collaborative work.
We Invite Your Application
Interested applicants should send an application, resume, transcripts, and three current letters of recommendation through Applitrack to apply.

Required Qualifications include:

Minnesota Principal Licensure
Preferred Qualifications Include:

Successful administrative experience at the high school level
Demonstrated success in promoting student achievement
Demonstrated commitment to continuous improvement through the PLC process
Strong communication skills
Educational Leadership
Uses a collaborative method in decision making
Approachable to students, staff, and community
Engagement in all aspects of a comprehensive high school
Date Posted: March 8, 2022
Application deadline March 22, 2022 at 8:00 a.m.
All materials will be treated confidentially.

A Quick Overview

What We’re Looking For

Highly Qualified High School Principal candidates who will purposefully develop a cooperative and professional culture that pursues educational excellence.

A leader who understands the purpose and vision for student management.
Build student relationships and management that clearly results in a safe and respectful learning environment.
Lead change for improvement through application of collaborative continuous improvement processes.
Innovate and show adaptability in educational programming to accomplish district and building goals.
A collaborative decision maker who embraces the tenets of Professional Learning Communities
An educational leader who is research based and committed to best practices.
Improve student achievement through assessment, data analysis, and improved core instructional practice.
Direct professional employee growth and evaluation through high-level engagement and reflection.
Interact using effective communication skills in different settings and with different people; including expressing the high school’s purpose, programs and services and to build public relations and pride in Foley Public Schools.
An approachable individual who is engaged with students, staff, and the greater Foley School Community.
Belief in a comprehensive high school program.
Possess strong technology skills and provide leadership in educational application of technology.
Strong organizational skills
Is supportive and respectful of students, staff, and the greater Foley School Community
What Foley Public Schools Has To Offer

An excellent district with a reputation for quality education and a staff that cares about the students.
One connected campus that serves pre-K through 12th grade.
Stable enrollment that includes a positive gain through open enrollment.
Experienced staff, effective administrators, engaged students, involved parents and a supportive community.
Sound fiscal management history that provides opportunity to balance fiscal responsibility with commitment to providing educational excellence.
Introducing the Foley Community

A small, proud community located 13 miles east of St. Cloud on state highway 23. The Foley area is an agricultural based community that offers easy access to St. Cloud, while also being within an hour of the Twin Cities, yet close to the lakes of the North Country. Foley offers a small town atmosphere with many recreational opportunities including two city parks complete with full kitchen facilities, a golf course, a municipal swimming pool, and a walking trail.

With highway 23 expanded to four lanes and our close proximity to St. Cloud and the Twin Cities, we expect our population to grow in the future years.

Technology

District is PC based, fully networked at gigabit speed, with an open wireless network.
District uses social media including Facebook, twitter, and pinterest.
Infinite Campus, SMART Finance and HR are used for administrative software.
Online school e-store through rSchool.
Services

The district operates all Food Service, Maintenance, Custodial and Transportation Services without any contracted services.

Benefiting from Strong Community Support of Foley Public Schools

Outstanding facilities, which are open to our community.
Strong Community Education program that serves our students, parents, community members, and visitors through organized educational and recreational activities.
Community groups; including Foley Athletic Booster Club, Kiwanis, Lions and Foley Area Foundation provide support for educational programming.
The Basis for Compensation

The School Board will provide a competitive compensation package based on the selected candidate’s background and experience.

I.S.D. #51 is an Equal Opportunity Employer.