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Minnesota Association of School Administrators

Metro

Transportation Supervisor

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Category: Administrative/Supervisor
Date Posted: 11/25/2025
Location: Garage

Transportation Supervisor

The Richfield Public School District is now accepting a full-time Districtwide Transportation Supervisor. This position is responsible for the daily leadership, coordination, and oversight of the district’s transportation program, ensuring safe, efficient, and reliable transportation services for students and staff. This position supervises transportation personnel, contracted service providers, and fleet maintenance operations. The Supervisor ensures compliance with state and federal regulations, manages routing and scheduling, oversees vehicle safety and preventative maintenance programs, and maintains transportation reporting and financial accountability systems.

We are located in the heart of the Twin Cities Metropolitan area and serve a diverse student population in Richfield and the surrounding communities.  The Richfield Public Schools inspires and empowers each individual to learn, grow & excel.

Hourly Teacher: Adult Basic Education

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Position Type:
Adult Basic Education/Hourly Teacher- Adult Basic Education

Location:
Adult Education Center

Closing Date:
Until Filled

Job Summary: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. Provide instruction and support in the curriculum areas for which employed; make appropriate and equitable use of instructional resources and technologies; implement the goals and objectives of the district, school and/or program for which employed; maintain contact and communication with guardians/caregivers of scholars, working with them in the development of their scholar; design, deliver, and assess curriculum according to district guidelines; and work collaboratively with others. Willing to participate in district and building leadership activities.

Provide instruction for up to 25 adult students in a HyFlex setting at the Northwest Family Service Center in Brooklyn Center.  Provide instruction in reading, writing math, social studies and science aligned to the College and Career Readiness Standards (CCRS) and the Acedemic and Emloyability Skills Transitions Integration Framework (ACES/TIF).

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

Minimum qualifications include: Bachelor’s Degree required
MN teaching license.
If not currently licensed, must be willing and eligible to apply for and receive a Tier 1 or 2 license.*

*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional License

Preferred qualifications include: Comfort and understanding in using technology to deliver HyFlex instruction
Experience with, or understanding of, working with adult students
Willingness to collaborate with peers to develop curriculum and lesson plans designed for adult students

Bargaining unit: Teachers

Salary: View salary grid on the respective bargaining unit listed above, accessible via our Employee Contracts page

Work schedule: Monday-Thursday morning from 8:00-2:00 AND Tuesday and Thursday evening from 4:30-9:00

FTE: Hourly, 0.8 FTE position

Desired start date: As soon as possible

Osseo Area Schools offers:Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Mentorship programs for teachers and educational support professionals
Summer opportunities and more

Equal Employment Opportunity Statement:

Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.
Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check Upon Conditional Offer:
Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.

Interim Assistant Principal – Senior High School

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Position Type:
Administration-Licensed/Assistant Principal

Location:
Osseo Senior High

Closing Date:
Until Filled

Job summary: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programming and managing the operational and personnel requirements of Osseo Senior High under the direction of the lead principal. This position is interim through the 2025-26 school year.

Responsibilities and tasks:

Indicators of Strategic Leadership Practice:Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.
Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.
Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice:Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.
Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.
Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Management Practice:Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.
Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.
Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of under-performing staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice:Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.
Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.
Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resource Management Skills Practice:Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.
Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.
Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Additional duties/responsibilities:Performs other comparable duties of a like or similar nature as assigned by the principal.

Minimum qualifications:Must hold or be eligible for a license as a K-12 school principal in Minnesota.
Experience as an assistant principal or in another school leadership capacity is strongly preferred.
Multi-lingual speakers preferred.

APPLICATION PROCEDURE
Please include a letter of interest and a list of three (3) professional references.
Salary: Pay Grade 123, $139,804 to $162,871 annually (will be prorated based on the number of workdays)
Bargaining unit: Principals
Desired start date: to be determined

*NOTE: Due to the temporary nature of this position, contractual claiming or bumping rights will not be granted for the individual hired into this position.
Osseo Area Schools offers…

Competitive salary and benefits
Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Summer opportunities
and more

Equal Employment Opportunity Statement:

Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.

Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check and Drug Screen Process Upon Conditional Offer:

Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.

MARRS/Transportation Coordinator

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Position Title: MARRS/Transportation Coordinator

Start Date:  December 1, 2025

Hours:  Full Time position 261 contract days

Summary of Major Responsibilities:

The MARRS/Transportation Coordinator is a critical role responsible for the accurate and timely submission of student and district data through the Minnesota Automated Reporting Student System (MARRS), which directly impacts district funding. This position serves as an enrollment specialist, ensuring student data integrity within the Infinite Campus Student Information System (SIS) and is also responsible for entering various datasets into the State’s Ed-Fi system, including but not limited to Special Education, Gifted/Talented programs, Post-Secondary Enrollment Options, Free and Reduced Lunch eligibility, Title One, Preschool Screening, and English Language Learners.

Additionally, this role coordinates all aspects of student transportation, working directly with the District’s transportation contractor, and provides administrative support to the Director of Business Services.

Duties and Responsibilities:

  • Maintain current knowledge of State laws and reporting procedures for student data.
  • Ensure accurate and complete student records through systematic auditing and error resolution.
  • Configure and maintain SIS settings, including user permissions, customized interfaces, and system integrations.
  • Collaborate with other districts to reconcile cross-district student data issues.
  • Work with special services, school office staff, and instructional personnel for accurate and timely reporting.
  • Act as the liaison with state representatives to resolve student data inconsistencies.
  • Provide training and ongoing support to clerical staff in MARRS and SIS usage.
  • Manage student enrollment, section placement, and online registration approvals.
  • Verify student residency and communicate with homeless liaisons and county social services as needed.
  • Serve as the District’s site verification coordinator.
  • Prepare and submit the Annual Transportation and State Homeless Reports.
  • Process all transportation-related data including invoices and field trip logistics.
  • Attend relevant user group meetings and professional development workshops.
  • Lead the annual rollover of the school year in the SIS.
  • Fulfill data requests from internal and external sources.
  • Perform additional duties as assigned.

Preferred Qualifications:

  • High school diploma required; post-secondary education or training in a related field preferred.
  • One to three years of experience with MARRS and SIS in a school district setting.
  • Associate’s Degree in Information Systems, Computer Science, Business, or a related field preferred.
  • Proficiency in Microsoft Office, Google Suite, web-based platforms, and database systems.
  • Demonstrated ability to manage multiple tasks while maintaining a high level of accuracy and confidentiality.
  • Strong organizational skills with acute attention to detail.
  • Excellent interpersonal and communication skills.
  • Self-motivated with strong prioritization and problem-solving abilities.

Department: Business Services
Reports To: Director of Business Services
FLSA Status: Non-Exempt
Work Year: 12 Months
Salary Range: $62,500-$75,000

Benefits:
Mahtomedi Public Schools offers a comprehensive benefits program designed to support our employees. Our benefits include medical, dental, and vision insurance, as well as life insurance, supplemental life insurance, dependent life insurance, and long-term disability coverage. We also offer voluntary plans such as accident, critical illness, hospital indemnity, and short-term disability insurance, along with flexible spending accounts, an Employee Assistance Program (EAP), and retirement plans. These benefits reflect our commitment to supporting your health and well-being.

Mahtomedi Public Schools will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Special Services Supervisor

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Position Type:
Administration/Supervisor

Date Posted:
11/11/2025

Location:
District Office

Job Title:   Special Service Supervisor
Department:    Special Services                                                   Reports To:   Director of Special Services
FSLA Status:   Exempt                                                                 Band/Grade:   15
Bargaining/Work Unit:   Supervisors

COMPENSATIONSalary per the 2024-2026 Supervisors Master Agreement – $94,721 – $120,114
This position is benefit eligible. Please see the Supervisors Master Agreement for details.
JOB SUMMARY

Responsible for supervision of special services teachers and paraprofessional staff, assisting in the planning of staff development activities, implementing and monitoring state and federal mandates; coordination and supervision of Extended School Year (ESY) programming, providing oversight of due process and compliance issues, working collaboratively to resolve areas of non-compliance, acts as liaison with out-of-district programs/services.

SUPERVISORY RESPONSIBILITIES

Direct Supervision:
Instruction Assistants – Approximately 35
Special Education Teachers – Approximately 25
Related Support Providers – 12

Indirect Supervision:
None

ESSENTIAL DUTIES AND RESPONSIBILITIES

Department Supervision
Percent of Time:  50% Assists with the supervision of paraprofessionals including their selection, work assignment, training/development, evaluation, and other personnel related matters.
Assists in the selection and placement of special education and related services teaching staff; responsible for the training/development, evaluation, and other personnel related matters.
Coordinates the Crisis Prevention Institute (CPI) and provides other training to ensure staff remain up to date on due process and 504 Plan procedures.
Assists with ensuring the District is in compliance with providing training requirements established by state and federal laws.
Leads monthly building department meetings for special services staff; attends monthly related services staff meetings.
Due Process Oversight
Percent of Time:  30% Assists with ensuring appropriate delivery of both special education and related services as stipulated on Individual Education Plans (IEPs) and/or 504 Plans; ensures IEPs are developmentally appropriate.
Participates in IEP, 504 Plans, and/or Child Study Teams as may be necessary in order to provide technical assistance and/or guidance on legal and regulatory compliance in the development process and provision of special education and related services including formal dispute resolution.
Assists with manifestation and interim alternative educational setting (IAES) determinations.
Facilitates meetings/processes for the purpose of developing, implementing, and maintaining appropriate special education services.
Assists with monitoring and reviewing special education evaluations and IEPs for compliance with state and federal rules.
Ensures that student files are maintained within District established procedures.
Provides training and technical assistance to case managers, teachers, and related service providers on all aspects of case management, use of SpedForms and other computerized systems, goal writing, progress reports, annual reviews, and parent communication.
Gathers data and assists in the completion of required state and federal reporting and the monitoring/compliance process.
Special Service Program Planning and Coordination
Percent of Time:  15% Collaborates in the planning, design, assessment, implementation, and monitoring of effective special education service delivery models and programs in meeting identified student needs.  Such programs include, but are not limited to, Special Education Advisory Council (SEAC), Medical Assistance (MA) Billing, non-public and homeschool students, and 504 plans
Assists in evaluating special education programs and curricula for the purpose of providing a Free and Appropriate Education (FAPE) to each eligible student.
Assists in ensuring the District effectively and appropriately conducts Child Find, identification and assessment/evaluation, IEP/504 Plan development and due process procedures, including ESY, secondary transition services, and related services such as Occupational Therapy, Speech/Language, and IEP based mental health.
Works with out-of-district staff to coordinate transportation and transition meetings.
Plans, recruits for, and implements special education Extended School Year (ESY) programs for children Birth -22. Monitors, tracks, and administers the budget for the ESY program.
Attends District restrictive procedures oversight committee meetings.
Assists in developing, recommending, disseminating, interpreting, and reviewing policies and procedures for special services staff.
Collaborates with bus company to plan and schedule specialized transportation services.
Serves as an administrative representative for students with special needs receiving programming and placement out of district.
Special Projects
Percent of Time:  5% Attends meetings, workshops, and training sessions to maintain knowledge in areas related to position.
Stays abreast of changing laws, trends, technologies, and requirements related to work.
Provides assistance to individuals, and other district staff in areas of expertise/knowledge.
Performs other job-related duties as requested or assigned.
KNOWLEDGE, SKILLS AND ABILITIES Knowledge of special education state and federal laws, and established policies, protocols and procedures, and the ability to interpret and apply, in order ensure compliance with same.
Demonstrated skills in planning, organizing, developing, recommending, implementing, and evaluating instructional and special education programs and services.
Knowledge of continuous improvement model and the ability to apply such standards, utilizing and setting benchmarks in order to improve the quality and efficiencies of work.
Skill to manage staff in a collaborative, team environment, including effective delegation skill and ability to provide clear direction and support to others, in order to meet expectations from various stakeholders.
Demonstrated knowledge of instructional and intervention strategies, concepts, principles, methods, best practices, and trends dealing with issues of child development, special education, and instructional methods.
Knowledge of resources, service alternatives, and options available to children with special needs.
Highly developed written and verbal communication and interaction skills.
Demonstrated ability to transfer information into easily understood documents.
Ability to work successfully under pressure and handle multiple and changing priorities and requests from a wide variety of sources, with attention to detail and deadlines.
Demonstrated exceptional customer service skills including outstanding conflict resolution, responsiveness and follow through.
Excellent recruitment and selection skills and the ability to clearly characterize District and site expectations.
Knowledge and ability to anticipate the skill profiles and new learning required to provide the expected level of service throughout the District.
Ability to create/maintain accurate records and tracking systems.
Demonstrated attention to detail.
Ability to manage multiple tasks and changing priorities.
Ability to establish and maintain effective relationships with students, parents, staff and the public.
An ability to convene the right individuals and direct the group toward reasonable resolutions of concerns and appropriate responses to special requests.
Ability to affect positive public relations and reinforce such activities on a local site and District-wide basis.
Ability to work collaborative with building administrators and district staff on areas of shared responsibility.
Ability to organize and present complex concepts, issues, and ideas to the public, staff, and member districts in an understandable manner;
Serving as a liaison between the district and other districts/vendors providing services to students outside of the district.
Demonstrated skill in the use of computers and related software, hardware, and peripheral equipment.
EDUCATION/CERTIFICATION REQUIREMENTS*Master’s Degree in special education or related field.
Director of Special Education licensure.
Licensed as a teacher in the state of MN in Special Education or related services area.
EXPERIENCE REQUIREMENTS* Minimum of three years previous teaching experience in the area of special education.
Minimum of three years of previous supervision experience preferred.
* Such alternatives to the above qualifications as the District may find appropriate and acceptable.

Long Term Substitute Special Education Teacher

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Primary Responsibilities:

  • The licensed Special Education Lead works closely with the district Individualized Student Services Team to support the development and implementation of the building/program’s special education service delivery model.
  • The teacher serves as a resource for their special education staff in disseminating information on evidence-based instructional practices and targeted professional development.
  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose