MASA Jobsite Online

Minnesota Association of School Administrators

Metro

ESP – Title 1 – HQ

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Position Type:
Support Staff/Educational Support Professionals

Location:
Crest View Elementary

Job summary: Assist the TITLE 1 teacher with instructional tasks, working directly and indirectly with students. These tasks will constitute the major portion of the Educational Support Professional time.

Responsibilities and tasks include:
Work directly with students individually or in small groups academically.
Assist students and teachers in large group activities/projects.
Seek out special instructional materials to assist with students having particular learning problems, e.g., separate math skill worksheet, not a part of teacher’s curriculum.
Type worksheets, tests, or various instructional material; duplicate and assemble.
Perform other duties as assigned by principal or designee.
Supervise students for lunch and recess.
Minimum qualifications include:
High School Diploma or equivalent.
Two years of higher education or passing of the ParaPro test.
Demonstrate ability to work with students.
Computer and word processing experience helpful.
* working in a Title I school must be Highly Qualified in accordance with MDE.
Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract
Work schedule: 3 hrs/day Title 1
Job type or FTE: Part-time, school year

Bargaining unit: Educational Support Professional
Desired start date: ASAP

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.

Set Up / Tear Down Crew

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Position Type:
Community Education

Location:
various

General Purpose of Job:
As a member of the setup crew, you will work alongside a building supervisor to setup and tear down district buildings for events including game nights, tournaments, and cultural events.  You will work as a team to setup tables, chairs, bleachers etc.

Qualifications: Ability to lift 20+ pounds
Ability to work nights (typically Friday nights) and weekends and according to DOL laws for minors
Must be at least 16 years of age

Job Type:  Casual

Salary: $17/HR

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.

Casual – Substitute Building Engineer

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Position Type:
Custodial/Maintenance/Building Engineer

Date Posted:
11/20/2023

Location:
Various Sites

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.  Perform tasks and duties associated with the maintenance and care of the district facilities, equipment, and grounds.

Responsibilities and tasks include:

Ability to care for and repair facilities and equipment
Ability to train, evaluate and direct personnel
Ability to work with principal and building staff
Ability to meet and respond effectively to student, staff and parent needs
Ability to step in and provide a seemless transition while subbing for the building engineer.
Ability to communicate immediate maintenance needs to the Facilities Office.
Helping, taking instructions and exchanging information
Work experience in the maintenance area
Previous building engineer experience preferred.
Some supervisory experience desirable
Minimum Qualifications include:

Education – High school graduate or equivalent.
Knowledge, Skills, and Abilities include:

General mechanical abilities.
Ability to twist, bend, squat, work above head or shoulders and lift up to 70 pounds.
Human Relations: Helping and taking instructions.
Preferred Qualifications include:

License – 1st Class C Boiler’s
Salary:  $29.19/hour licensed, $28.40/hour unlicensed

Work schedule: 8 hours/day; 5 days/week

Job Type or FTE: Casual, as needed

Bargaining Unit: Custodial

Osseo Area Schools offers:

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 and/or drug screens 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. The District and Department of Transportation (DOT) require passing of drug screenings for positions that require driving applicable district vehicles.

Program Coordinator (Student Supports)

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Knowledge, Skills, and Abilities

  • Skills in effective communication in writing and orally
  • Strong organizational skills
  • Ability to work with a culturally and linguistically diverse group of staff
  • Knowledge of school settings and training needed in working with students from PreK through Transition
  • Knowledge of evidence based practices and strategies in social emotional learning, mental health, and disabilities
  • Ability to prepare and present data and reports to a variety of professional audiences
  • Ability to create and administer surveys and other feedback methods
  • Ability to analyze data and make recommendations for the future

Essential Functions
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Some functions listed may be more prominent than others depending on organizational needs.

  • Coordinate, design, and implement professional learning activities related to mental health, trauma, SEL, and related topics for staff in collaboration with Student Support department
  • Contribute to communication newsletters with information on professional learning opportunities district-wide
  • Facilitate outreach to member districts to identify professional learning opportunities that are applicable for their staff
  • Collect and analyze data to monitor progress towards professional learning completion and feedback on training opportunities
  • Prepare reports based on professional learning participation and feedback provided to determine future learning opportunities
  • Collaborate with district staff and external trainers for professional learning opportunities
  • Create an internal process for continuing education units and gain approval for external state board approvals
  • Develop, organize, schedule and present select training sessions to staff as needed
  • Other duties as assigned by the supervisor.

Chemical Health School Counselor

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Utilizing leadership, advocacy, and collaboration, this class is accountable for promoting student success, providing preventative services, and responding to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students.

Knowledge, Skills, and Abilities

  • Knowledge of laws and policies for student counseling;
  • Skill in
    • dealing with parent and student concerns;
    • communicating with school counselors and administrators;
  • Ability to
    • assist with credit transfers;
    • gather information from teachers on student progress;
    • have a flexible schedule to consistently accommodate phone and email inquiries;
    • work with individuals from diverse backgrounds.

Essential Functions

  • Discusses the comprehensive school counseling program with the school administrator;
  • Provides advice, guidance and support to students, parents/guardians, and other stakeholders;
  • Develops and maintains a written plan for effective delivery of the school counseling program based on State standards and current individual school data;
  • Discusses credit requirements and enrollment processes with local school counselors;
  • Communicates the goals of the comprehensive school counseling program to education stakeholders;
  • Maintains current and appropriate resources for education stakeholders;
  • Provides leadership and collaborates with other educators in the school-wide integration of the State approved curriculum;
  • Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals;
  • Assists all students, individually or in groups, with developing academic, career, personal, and social skills, goals, and plans;
  • Accurately and appropriately interprets and utilizes student data;
  • Collaborates with parents/guardians and educators to assist students with educational and career planning;
  • Provides individual and group counseling to students with identified concerns and needs;
  • Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs;
  • Implements an effective referral and follow-up process;
  • Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services;
  • Provides appropriate information to staff related to the comprehensive school counseling program;
  • Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data;
  • Participates in professional development activities to improve knowledge and skills;
  • Uses available technology resources to enhance the school counseling program;
  • Adheres to laws, policies, procedures, and ethical standards of the school counseling profession;
  • Conducts a yearly program audit to review extent of program implementation;
  • Collects and analyzes data to guide program direction and emphasis;
  • Measures results of the school counseling program activities and shares results as appropriate;
  • Monitors student academic performance, behavior, and attendance and assists with appropriate interventions;
  • Reports to teachers and administrators on feedback from students;
  • Assists students in grade inquiries;
  • Follows up with students working on incomplete coursework;
  • May communicate with special education case managers and teachers regarding specific accommodations;
  • Works with many different school districts to communicate student progress;
  • Works with students that are experiencing emotional, behavioral, or health related issues.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Occupational Therapist

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Primary Responsibilities:

  • The licensed OT works closely with the Student Support Services Team to support the development and implementation of the special education service delivery model. The OT serves as a resource for their special education staff in disseminating information on evidence-based practices.
  • 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