MASA Jobsite Online

Minnesota Association of School Administrators

East Central

Setting IV Program Principal

by

Setting IV Program Principal 
Location: Chisago Lakes Education Center (CLEC)

Position Purpose:
The Setting IV Program Principal is responsible for providing leadership, management, and oversight of specialized education services for students with significant disabilities. They provide vision, leadership, and technical support to the staff and students, ensuring the effective implementation of Individualized Educational Programs (IEPs) while maintaining compliance with federal, state, and local regulations. This position works collaboratively with the Special Services Supervisor and Director of Special Education to ensure students in the Federal Setting IV program receive a Free and Appropriate Public Education (FAPE) given their unique behavioral, social, and communicative needs. The Principal will foster an inclusive, supportive, and empowering environment for students, staff, and families.

Essential Duties:

  • Leadership & Administration
    • Provide visionary leadership and direction for the Federal Setting IV Special Education program.
    • Oversee the development, implementation, and evaluation of Individualized Education Programs (IEPs) to meet the unique needs of students
    • Oversee development and implementation of specialized curriculum that address academic, functional, and life skills needs of students with significant disabilities.
    • Manage the daily operations of the program, including scheduling, staffing, and resources.
    • Lead and supervise the team of special education teachers, related service providers, student support personnel, paraeducators, and other support staff.
    • Ensure the implementation of research-based instructional practices and behavioral interventions to support student growth and development.
    • Manage the program budget, ensuring that resources are properly allocated.
  • Compliance & Accountability
    • Ensure compliance with federal, state, and district regulations and laws related to special education
    • Monitor and ensure appropriate documentation, including IEPs, assessments, progress reports, and incident reports.
    • Serve as a liaison to parents, school district staff, and external agencies to ensure alignment with best practices and legal requirements.
    • Facilitate data-based decision making through establishing building-level data routines that include regular assessments of student progress and evaluation of program effectiveness, making adjustments as needed
  • Staff Development & Support
    • Lead professional development initiatives focused on best practices in special education, behavior management, and inclusion.
    • Provide ongoing coaching and support for staff to enhance instructional quality and student outcomes.
    • Foster a collaborative team environment, ensuring that all team members are aligned with the program’s goals and objectives.
  • Family & Community Engagement
    • Develop and maintain positive, supportive relationships with students, families, and the community, including relevant interagency partners.
    • Address concerns or conflicts related to student behavior, academic progress, and program effectiveness.
    • Serve as an advocate for students and families, ensuring that their voices are heard and incorporated into decision-making.
  • Behavioral Intervention & Crisis Response Oversight
    • Lead the implementation of behavior management systems and crisis intervention strategies in accordance with student needs
    • Ensure a safe and therapeutic learning environment
    • Collaborate with behavioral specialists, therapists, and other professionals to ensure comprehensive support for students.
  • Other Duties as Assigned

School Psychologist

by

School Psychologist
**$5,000 signing bonus provided**

Position Location: Pine City High School

Position Purpose      
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

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
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • 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
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • 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 special education 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
    • Provide behavior consultation services to general education and special education staff
  • 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
  • Other Duties
    • Perform other duties as assigned

Assistant Principal, Elementary

by

POSITION:
Assistant Principal, Elementary

Note: While we have not identified any specific openings at this time, we know that the spring season can bring changes in administrative staffing and we want to be prepared to consider all interested applicants as openings arise for Assistant Principal positions. If you would like to be considered for future opportunities, we welcome you to submit an application. We will review applications as positions become available and reach out to qualified candidates

TYPE OF POSITION:
220-230 Days, based on level of assignment

QUALIFICATIONS:
Required

· Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal

· 3-5 years relevant educational experience

Preferred

· Administrative experience

· Experience with English Learners and Special Education programs, processes and compliance

SALARY: $104,825 – $110,825

ESSENTIAL FUNCTIONS:

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

Ensure instruction and curriculum are culturally relevant and engaging.
Support implementation of a differentiated instructional program that ensures all learners have access to the guaranteed and viable curriculum.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Create and sustain a positive climate and culture that inspires a shared sense of community built on 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 licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Supports extended day and extended year programming that meets the interests and needs of a racially and culturally diverse student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.
Create and sustain family and community engagement with the school community.Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of the students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.
PHYSICAL FACTORS:

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

BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance. All Employees of Saint Cloud School District 742 are responsible to support District goals, to work

collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work

St. Cloud School District 742 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at https://www.isd742.org/about-us/title-ix. It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Assistant Principal, Secondary

by

POSITION:
Assistant Principal, Secondary

Note: While we have not identified any specific openings at this time, we know that the spring season can bring changes in administrative staffing and we want to be prepared to consider all interested applicants as openings arise for Assistant Principal positions. If you would like to be considered for future opportunities, we welcome you to submit an application. We will review applications as positions become available and reach out to qualified candidates

TYPE OF POSITION:
225-230 Days, based on level of assignment

QUALIFICATIONS:
Required

· Masters/Specialist degree in educational administration plus administrative licensure in the state of Minnesota as a K-12 Principal

· 3-5 years relevant educational experience

Preferred

· Administrative experience

· Experience with English Learners and Special Education programs, processes and compliance

SALARY: $107,825 – $116,825

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 the guaranteed and viable curriculum.
Provide opportunities for students to envision their futures, explore careers, and prepare for college.
Support professional learning opportunities aligned with the adopted curriculum and learning needs of students.
Engage in instructional observation, assessment, and coaching with teaching staff.
Assist the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Create and sustain a positive climate and culture that inspires a shared sense of community built on 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 licensed and non-licensed personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
Support an extra-curricular program that meets the interests and needs of a racially and culturally diverse student body.
Act in accordance with professional ethics, state and federal laws and regulations, and District mandates, rules, policies, procedures, and assignments.
Create and sustain family and community engagement with the school community.Empower stakeholders by consistently creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Engage higher education, business, and community partners to create increased career and college opportunities for all students.
Respond effectively to requests for information from students, staff, parents, community groups, and government organizations.
Create high levels of trust and engagement from all stakeholders by seeking out and valuing input from community members.
Promote a positive image of the school, students, and district in the community and state by supporting and modeling the District Mission and Core Values.
Support the principal in designing and implementing a building level public relations program: promote parent and community involvement through opportunities for committee participation; provide frequent written and oral communications; create collaborative meeting opportunities, and, implement an ethical, effective social media presence.
PHYSICAL FACTORS:

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

BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance. All Employees of Saint Cloud School District 742 are responsible to support District goals, to work

collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work

St. Cloud School District 742 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at https://www.isd742.org/about-us/title-ix. It is the prerogative of the District to assign staff so as to best meet the needs of the District.

Behavior Services Coordinator

by

Behavior Services Coordinator

Position Location: Serving North Branch Area Public Schools and Rush City Public Schools

Position Purpose:
The Behavior Services Coordinator position assists SCRED member districts in implementing a continuum of social and behavior supports, specifically for students requiring intensive, highly individualized intervention. 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 social skills and behavior skills 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 multi-layered instructional practices within a Multi-Tiered System of Supports (MTSS) framework
    • Guide staff in the creation of special education evaluation plans that equip teams to identify students with intensive emotional or behavioral needs
    • Support staff in the development of IEPs that are designed to meet the unique social and behavioral needs of students
    • Consult with special education staff regarding students who are not responding to behavior 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 IEP teams for students with significant and unique Behavioral related needs
    • Equip teams to engage in problem-solving processes that support district placement decisions for students transitioning to and from Federal Setting IV programs in order to ensure that students remain in their least restrictive environment
    • Assist in developing/coordinating student reintegration plans, including Behavior Support Plans (BSPs), in order to increase the likelihood that transitioning students will function effectively in the mainstream school setting
    • Collaborate and provide consultation services regarding assistive technology, 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 behavioral programming
    • Develop 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 behavior-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
    • Oversee training and certification of staff in the use of restrictive procedures
    • Provide on-site coaching and support to enhance implementation of best practices in behavioral programming
  • Coordination of Service Delivery
    • Facilitate the implementation of best practices in behavior-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 behavior-related needs that can be shared across districts
    • Support the implementation of legal and ethical school discipline practices for students with disabilities, including manifestation determination meetings
    • Coordinate restrictive procedure quarterly review meetings and report data to the Minnesota Department of Education (MDE)
    • Foster the implementation of special education guidelines specific to behavior services
    • Support teams in planning for transitions of students with behavior-related needs between buildings .(i.e., from elementary to secondary) and across settings (i.e., increasing services from setting 3 to setting 4)
    • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
    • Participate in county collaborative committees to engage in interagency collaboration to support the behavior-related needs of students and families
    • Participate in the regional Community of Practice for Federal Setting IV programs
    • Provide work direction to the administrative assistant supporting the social behavior services area
  • Other Duties as Assigned

Elementary Principal

by

Position Title: Elementary Principal
Status: Full-Time 1.0
School Name: Moose Lake Community Schools
School Website: https://www.mooselake.k12.mn.us/
Opening Date: January 6, 2025
Closing Date: February 3, 2025
Location: Moose Lake, MN
Duty Days: 210 duty days per year
Anticipated Date of Employment: July 1, 2025 or Sooner, Depending on Availability

Job Summary
Moose Lake Community Schools is seeking an exceptional and inspiring leader to serve as the Elementary Principal. As the educational and instructional leader, the principal will guide the elementary school in fostering a positive and inclusive learning environment. The principal will oversee curriculum development, staff supervision, and student progress, ensuring the highest quality education for all students.

Reports To: Superintendent
Compensation: 90K or more, based on experience, plus benefits

Essential Duties and Responsibilities
Serve as the educational and instructional leader, fostering academic excellence. Develop and implement curriculum tailored to student needs and interests. Supervise and evaluate teaching and support staff, ensuring a collaborative and effective team. Manage student classification, promotion, and retention decisions. Oversee attendance, conduct, health programs, and student discipline in compliance with state laws. Select instructional materials and make resource recommendations. Plan and coordinate school activities, staff meetings, and co-curricular events. Maintain strong public relations and promote a positive school image within the community. Administer summer school programming and monitor special education operations.

Qualifications
Education and Experience:
Master’s degree in education or a related field. Minimum of 5 years of teaching experience.
Licensure Requirements:
Valid Minnesota teaching and administrative licenses.
Skills and Abilities:
Strong leadership, organizational, and interpersonal skills. Effective communication skills, both written and verbal. Ability to establish and maintain positive relationships with students, staff, and the community.

Equal Opportunity Employer Statement
Moose Lake Community Schools is an Equal Opportunity Employer. We are committed to fostering an inclusive environment for all employees and encourage applications from qualified individuals regardless of race, color, religion, sex, national origin, age, disability, or veteran status.

Application Instructions
To apply, please visit the School Pro K12 application portal at https://schoolprok12.applicantstack.com/x/openings. Applications must include a cover letter, resume, references, and licensure information.

Application Deadline:
Completed applications must be submitted by 11:59 p.m. on February 3, 2025.

Lead Search Consultant
Dr. Eric Skanson, Lead Search Consultant for Moose Lake Community Schools, is available to answer questions and provide additional information about the position. Contact Dr. Skanson at [email protected] or call/text 320.492.3462.

About School Pro K12
www.schoolprok12.com
School Pro K12 specializes in Executive Searches, Organizational Planning, Personal Development, and Organizational Development for educational institutions. We are committed to finding the best talent to meet the unique needs of your school.

Join us in shaping the future of education at Moose Lake Community Schools!