MASA Jobsite Online

Minnesota Association of School Administrators

East Central

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.

6th Grade Teacher

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C.E. Jacobson Elementary (PK-6) is looking for a full-time 6th Grade Teacher with a focus in science and social studies to begin as soon as possible. Ideal start date is March 21st. Our fifth and sixth grade students’ function in a middle-school-style model and this teacher will spend 85% of their time teaching science and social studies as well as general instructional support for all content area. The ability to build relationships with students, colleagues, and the community will be imperative. Hours will be typical school days, aligned with the Teachers Master Contract.  Applications accepted until the position is filled and will be reviewed as they are received. Questions may be directed to Principal Alicia Nelson at [email protected] or 320-358-1362.

Low Incidence Services Coordinator

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Low Incidence Services Coordinator

Position Purpose:
The Low Incidence Services Coordination position assists the six SCRED member districts (Chisago Lakes, North Branch, Rush City, Pine City, Hinckley-Finlayson, and East Central) in implementing a continuum of supports for students with low incidence disabilities.  Low incidence disabilities include: Moderate to Severe Autism, Deaf and Hard of Hearing, Blind or Visually Impaired, Deaf-Blind, Physically Impaired, Other Health Disabilities, Traumatic Brain Injury, Developmental Cognitive Disabilities, and Severely Multiply Impaired.

This position provides collaboration and consultation on specific student cases and overall programming, creates and facilitates high-quality professional learning opportunities for member district staff, and assists in the coordination of service delivery to ensure students are receiving effective instruction designed to meet their needs in their least restrictive environment.

Essential Duties:

  • Collaboration & Consultation
    • Provide on-site coaching and support for the implementation of evidence-based instructional practices within the tertiary prevention level of a Multi-Tiered System of Supports (MTSS) framework
    • Guide staff in the creation of special education evaluation plans that equip teams to identify infants, toddlers, and students who have low incidence disabilities and their educational needs
    • Support staff in the development of IFSPs and IEPs that are designed to meet the unique communicative and functional needs of students with low incidence disabilities
    • Consult with special education staff regarding students who are not responding to academic, behavioral, or functional skill interventions
    • Promote collaboration between general education and special education staff regarding accommodations and modifications that may help students to reach their IEP goals and access the general curriculum
    • Provide expertise as part of IFSP and  IEP teams for students with significant and unique low incidence-related needs
    • Collaborate and provide consultation services regarding assistive technology and accessibility, and secondary transition
  • Professional Learning
    • Engage in professional learning aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities related to low incidence programming
    • Complete professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with SCRED goals and messaging across service areas
    • Facilitate professional learning using effective adult learning strategies on a variety of low incidence-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
    • Provide on-site coaching and support to enhance implementation of best practices in low incidence
  • Coordination of Service Delivery
    • Provide leadership, guidance, and work direction to the SCRED Low Incidence team on a regular basis to promote continuity of service, including meeting facilitation, coordination of joint tasks, problem solving for specific student cases or programming, and professional growth opportunities
    • Facilitate the implementation of best practices in low incidence-related assessment, instruction, inclusion, accessibility, and program evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
    • Secure and disseminate resource materials and equipment for low incidence-related needs that can be shared across districts
    • Facilitate the distribution of Collaborative Planning funds for low incidence-related needs
    • Support teams in planning for transitions of students with low incidence disabilities between buildings (i.e., from elementary to secondary)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in the regional Development Cognitive Disability and Assistive Technology Communities of Practice
    • Assist administration in coordinating the activities of SCRED’s itinerant special education teachers and related service providers
    • Provide work direction to the administrative assistant supporting the low incidence services area

Other Duties as Assigned

  • Perform other duties as assigned

Special Education Paraprofessional

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We are looking for the ideal candidate to fill a full-time paraprofessional position at CE Jacobson Elementary to begin immediately. Must have ability to work with students who have academic and/or emotional/behavioral disabilities and ability to work as a team with other adults. Must have 2 years of college or pass the ParaPro test. This position is open until filled and applications will be reviewed as they are received.

Assistant Director of Special Education

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Full-time position available July 1, 2022

Job Description Summary:

Under the direction of the Executive Director, the Assistant Director of Special Education is responsible for providing leadership to member districts in implementing and maintaining Special Education programs and services in conformance to district, state, and federal objectives and laws in conjunction with the Executive Director. Essential duties outlined below are intended as “representative” examples of the level, nature, and decision-making expectation of positions assigned to this classification.

Essential Duties and Responsibilities: 

  • Provides consultation to member districts in collaboration with Special Education Coordinators.
    • Attends IEP and/or Alternative Dispute Resolution meetings in individual districts, at Director or Administrator request, when conflict is anticipated.
    • Provides technical assistance on legal and regulatory compliance in special education.
  • Monitors and ensures compliance with legal requirements and due process procedures.
  • Performs supervisory responsibilities for all MAWSECO staff directly supervised.  Performs such representative responsibilities as:
    • Conducts staff evaluations for all assigned staff including 3 formal evaluations for non-tenured staff and formal evaluations of all paraprofessional staff.
    • Conducts pre-observational, observational and post evaluation meetings.  Provides support, feedback and identifies correction actions or disciplinary needs, if indicated.
    • Develops, coordinates and implements professional development to meet the needs of the Cooperative.
  • Develops, analyzes, and makes recommendations to the executive director in the area of resource management.
  • Assumes leadership roles as assigned by the Executive Director.  Assignments may include:
    • Serves as the Special Education Coordinator of Maple Lake District
    • Serves on Committees, as assigned by the Executive Director.
    • Assists the Executive Director with cooperative staffing analysis and makes recommendations for staffing needs.
    • Provides leadership to the special education coordinators or others under the direction of the executive director.

School Social Worker

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School Social Worker

Position Purpose:
The School Social Worker position brings unique knowledge and skills to the school system and the student services team. School Social Workers 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.  School social workers are instrumental in furthering the mission of the schools, which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. 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 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