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Minnesota Association of School Administrators

Metro

Director of Early Learning Programs

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ABOUT US:
Inver Grove Heights Schools is a thriving and growing district with nearly 4,000 pre-kindergarten through 12th grade students in six schools. Our mission is to inspire students, innovate in its programming, and help students excel and make a positive impact on our community.

We are committed to build core life skills into student daily learning and use Positive Behavioral Interventions and Supports (PBIS) to develop students personally as well as academically. We are proud to have a school system that is competitive in academic test scores and known for being student-focused.

“ISD 199 is large enough to offer excellent opportunities to students while being small enough to feel like a family.” Elementary Teacher

SUMMARY:
Under the direction of the Director of Community Education, the Director of Early Learning is responsible for the management and delivery of comprehensive services for families and children from birth through age five including early childhood family education classes, early childhood screening, preschool VPK and school readiness, and family outreach.

SALARY: $106,290 – $126,067, based on experience
SCHEDULE: 52 weeks per year

ESSENTIAL FUNCTIONS:
This class specification lists the major duties and requirements of the job and is not all-inclusive.  Incumbent(s) may be expected to perform job-related duties other than those contained in this document and may be required to have specific job-related knowledge and skills.

o Plans, organizes and implements the early learning programs, operations, services and activities including all early learning programs in Community Education.
• Establishes staff schedules.
• Oversees the development and scheduling of classes.
• Plans and coordinates special events.
• Monitors program operations and addresses problems, issues or concerns.

o Coordinates the school district’s early childhood family education program, early childhood screening program, school readiness program/Voluntary Pre Kindergarten (VPK) program.
• Determines appropriate sites, coordinates the selection, staffing, scheduling, communication, marketing, and training of staff.
• Prepares and monitors the budgets for these programs.
• Monitors program activities to assure compliance with the components of the school readiness plan VPK program and requirements.
• Manages the Early Learning Scholarship Administration system
• Completes annual state reports
• Formulates annual goals and objectives for new and existing programs and services.
• Recommends and implements outreach work.

o Performs public relations activities to promote and communicate the early learning programs and services offered through Community Education and its programs
• In collaboration with district communication staff, writes and prepares newsletters, marketing materials and publications. Oversees website and social media.
• Meets with individuals or groups to provide information, explain programs, address problems or issues.
• Encourages public involvement in the assessment and evaluation of programs, needs and services.
• Develops, facilitates and maintains an early learning advisory council to provide input and recommendations concerning program needs, assessment, program development and participant involvement.
• Markets programs, including putting brochure information together

o Prepares, recommends and monitors the budgets of early childhood programs.
• Generates and monitors program revenues and fees
• Seeks out and writes grant proposals for new and existing programs/services
• Writes and manages grants, as necessary

o Initiates and maintains partnerships and cooperative and collaborative relationships within the school district, including Early Childhood Special Education, Teacher and Learning staff, and elementary administrators. Partners with private and public agencies and organizations to better meet the needs of the community. Supports programs within the early learning center.

o Provides professional expertise and assistance to individuals, other district staff and the community concerning early childhood.

o Performs other comparable duties of a like or similar nature as assigned.

QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.

Education and Experience:
Licensed Early Childhood Teacher or Licensed Parent Educator
Master’s degree in education, early education, or related discipline and minimum 3 years of experience in early education
Licensed administrator in the state of Minnesota preferred
Required Certificates, Licenses, and Registrations:
Continued employment is contingent upon all required licenses and certificates being maintained in active status without suspension or revocation.
Driver’s license.

Required Knowledge and Skills:

Required Knowledge:
Knowledge of local state and federal laws/regulations as they pertain to early learning education programs.
Knowledge of supervisory fundamentals, principles and trends.
Fundamentals of UFARS accounting and their application and use in budget planning and monitoring of community education programs.
Knowledge of district administrative policies and procedures.
Knowledge of procedures, practices and methods in planning, evaluating and designing educational programs and services.
Concepts, principles and philosophy of lifelong learning, public education, and relationship of community education to E-12 programming.
Knowledge of early childhood programs, operations, programming and services.
Basic knowledge and use of computers and related software applications.

Skilled in:
Communication, interpersonal skills as applied to interaction with coworkers, supervisors, the general public, etc. sufficient to exchange or convey information, speak before groups and make presentations, to receive work direction and to market programs, address, negotiate or resolve issues/conflicts appropriately.
Applying supervisory theories and practices in delegating, monitoring, evaluating and training staff and volunteers.
Planning, evaluating, implementing, coordinating and arranging for program activities, events, and training.
Applying public relations theories and techniques in promoting, advertising, and informing the community.
Applying bookkeeping and administrative functions required in monitoring budgets, purchasing materials, and documenting program functions, activities, participation, expenses and the like.
Applying judgment and discretion in handling problems and issues in accordance with the policies and procedures of the District and division.
Using computer and related software applications and general office equipment
Prompt, regular and dependable attendance.

PHYSICAL/MENTAL REQUIREMENTS:
The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Mobility to work in an office setting, use standard office equipment and stamina to sit for extended periods of time; strength to lift and carry up to 20 pounds; vision to read printed materials and computer screens; and hearing and speech to communicate in person or over the telephone.

WORKING ENVIRONMENT:
Work is performed in an office setting.
Travel may be required to locations throughout the District.

Apply today and view all career opportunities at https://www.isd199.org/careers.

Inver Grove Heights Community Schools is an equal opportunity employer and supports an inclusive workplace environment.

Teacher: English Language Learners (ELL)

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Long Term Sub: Special Education Teacher – Resource Teacher

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Category: Special Education Teachers/Resource Teacher
Date Posted: 12/10/2024
Location: Richfield Senior High

The Richfield Public School District is currently accepting applications for a Long Term Substitute: Special Education Resource Teacher at Richfield Senior High for the 2024-2025 school year. In Richfield Public Schools, we believe that all students are capable of achieving their dreams with the right educational foundation. Students in Richfield will receive a challenging, engaging and relevant academic experience which will prepare them for college, career and life. You can be part of helping students succeed by joining our district to take your educational career to the next level.

Student Services Licensed Coordinator – Temporary

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Position Type: Administration-Licensed
Location: Educational Service Center
Closing date: Open until filled
Description: 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. Coordinate the planning, program development, evaluation, and improvement of Student Services programming; implement the continuous program improvement process; ensure Student Services programming is conducted according to rules and regulations; supervise staff; make appropriate and equitable use of resources and technologies; implement the goals and objectives of the District and department for which employed; support District and department leaders implementation of program improvement plans; coordinate the development and delivery of system staff development; build capacity in staff to meet system-wide and department initiatives to ensure equitable achievement gains for scholars; initiate and sustain collaboration within and across departments, programs, and buildings to improve scholar achievement; coordinate and support in-person, synchronous, and asynchronous learning and services when applicable; participate in district and department leadership activities. Ability to be flexible with work hours to meet the needs of the district and department at the discretion of the supervisor.

Job Summary: The essential functions of this position include, but are not limited to, the following fundamental job duties:
Developing staff and/or individual capacity to apply technical/functional expertise for maximum impact; developing, implementing, and coordinating professional learning opportunities for department staff; providing guidance and work direction, when applicable, for support staff.
Creating and utilizing structures to ensure equitable hiring opportunities; exercising professional judgment regarding recommendation for employment, and coordinating hiring for direct reports.
Providing supervision to direct reports, including formative feedback and timely performance evaluations and/or demonstrating attention to quality enhancement by improving efficiencies and effectiveness in recordkeeping, workflow and compliance.
Leading the work of others; delegating tasks and authority appropriately and/or establishing procedures to guide system and departmental work; monitoring and demonstrating effective decision-making strategies in order to meet project deadlines.

Statement of duty/responsibility: Demonstrate Management Skills by:
Showing knowledge of resources aligned to instructional and program outcomes; showing knowledge of teacher professional resources to extend content knowledge and pedagogy; showing knowledge of and exercising professional judgment regarding implementation of high-quality instructional materials to ensure access to rigorous content and support scholars’ needs, engagement, and mastery.
Collaborating with department leaders to develop annual budgets; managing District and department resources equitably, effectively, and efficiently; collaborating with department leaders to develop tactical and strategic goals by analyzing program operational and strategic needs and resources (including; budget, personnel, time, facilities, materials) to ensure that expenditures are appropriate, meet objectives, and are within budget; making budget recommendations.
Knowing, understanding and ensuring compliance with federal, state, and local policies, rules, regulations, and guidelines including Board Policies.
Applying effective and equitable decision-making processes.
Analyzing scholars’ achievement data in order to make informed continuous improvement processes recommendations.
Studying and remaining current with research and trends in areas such as curriculum, instruction, digital learning, and assessment to ensure program improvements are aligned with research.
Identifying, planning, implementing, and analyzing staffs’ professional learning needs, using formal and informal staff assessment tools, that align with department and/or district strategic plans; developing, implementing, and coordinating professional learning opportunities for staff.
Collaborating and providing leadership for projects that integrate various district departments and/or outside agencies; collaborating with staff, community, and the Minnesota Department of Education on issues of mutual interest; coordinating work with other departments to influence the use of technology for scholars for learning.

Statement of duty/responsibility: Demonstrate Interpersonal Skills by:
Establishing and cultivating mutual respect and rapport including positive interactions with and among colleagues, scholars, guardians/caregivers, and community; consistently demonstrating knowledge and caring about individuals; demonstrating and applying appropriate cultural and developmental awareness in interactions with colleagues, scholars, guardians/caregivers, and community; recognizing and honoring the dignity, needs, and individual identity of colleagues, scholars, guardians/caregivers, and community.
Expressing ideas clearly in speaking and writing; communicating effectively in public; presenting to a variety of groups; encouraging frequent and open communication; maintaining accessibility and visibility in the organization; inviting suggestions and feedback.
Ensuring administration, colleagues, and community members are informed of the accomplishments, improvement areas, and the needs of department; implementing a communications plan related to program improvement; disseminating program information to scholars, guardians/caregivers, community, administrators, colleagues, and staff; responding to individuals with questions, concerns or requests for information; responding to external requests for information (ex: compile data and submit state and federal reports).
Actively seeking alliances with state agencies, other school districts, and professional and community based organizations in an effort to influence and improve the work of the department/program.
Perceiving the needs and concerns of others and providing appropriate support; resolving conflicts; demonstrating cultural responsiveness.

Statement of duty/responsibility: Demonstrate Professionalism by:
Showing commitment to own professional growth; reflecting on knowledge and practice through self-assessment; accurately assessing the effectiveness of own leadership and activities; citing specific examples, ideas, and means for areas of improvement; identify personal growth areas and independently seeking opportunities to develop and refine knowledge and practices; maintaining documentation of progress toward professional learning goals.
Managing work duties effectively; organizing and scheduling time commitments to meet demands of the job; meeting established timelines and deadlines; maintaining accurate, accessible, and clear department and content/program documentation and records.
Effectively initiating contact, communication, and collaboration with staff, colleagues, and administrators; providing timely, constructive, and substantive information about instructional programs in a culturally sensitive manner; seeking opportunities to develop relationships and engage scholars, guardians/caregivers, staff, colleagues, and community.
Cultivating and sustaining positive and productive relationships with colleagues; helping to identify challenges and taking positive action toward their solution; actively participating in a culture of professional inquiry to improve practice; participating in school, program/content, District and state meetings and events; supporting implementation of the District’s mission.
Remaining current regarding program/content knowledge and pedagogy; seeking collegial support and feedback; seeking knowledge regarding the scholars and community served and applying findings to program/content practice participating in professional organizations to enhance practice; providing leadership and support to colleagues.
Demonstrating professional demeanor; representing the district in a positive manner; establishing and maintaining a positive image with sites and community.
Consistently maintaining and modeling honesty, integrity, and confidentiality in interactions with staff, colleagues, scholars, guardians/caregivers, and community; inspiring trust by demonstrating competence, reliability, sincerity, and caring; demonstrating adaptability and flexibility; actively addressing scholars’ needs; advocating for scholars.

Statement of duty/responsibility: Perform other comparable duties of a like or similar nature as assigned.

Minimum Qualifications:
Licensed as a Director of Special Education in Minnesota.
Education: Commensurate with license requirements.
Minimum of three years experience in the field.
Preferred Qualifications:
Licensed as School Principal preferred.
Knowledge, Skills, and Abilities include:
Organizational, supervisory, and management abilities;
Communication skills including writing, speaking and listening;
Ability to work with parents, community groups and diverse local, regional and state agencies;
Ability to coordinate program implementation, develop program improvement, initiate action, render recommendations and evaluate programs;
Ability to organize time, set priorities;
Ability to apply principles of supervision in the evaluation of staff performance;
Ability to inform others in planning and decision making;
Ability to plan and carry out long range planning for in-service training and program improvement;
Ability to establish personal and department goals and manage work effectively;
Skills in problem solving.

Salary: View salary grids on Pages 3 – 4, Section 1. of the Licensed Coordinators agreement
Job type or FTE: Full-time – Temporary through June 30, 2025
Bargaining unit: Licensed Coordinators
Desired start date: ASAP

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 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.

Purchasing Manager

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Position Type: Administration-Nonlicensed/Management I-M

Date Posted: 12/9/2024

Location: Educational Service Center

Closing Date:  until filled

The Purchasing Manager will 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 managing and administering district-wide purchasing activity to ensure application of legal requirements, Board Policy, and Administrative Procedures, and to develop and implement tools and processes for efficient requisitioning. The manager is responsible for supervising and coordinating purchasing workload, daily transactional operations, sourcing, and supervision of purchasing department staff.

Provide Strategic Leadership by:

Aligning function with mission and core values of the organization.
Acting as a leader in district and department initiatives and strategies; attending trainings and serving on task forces and committees.
Developing and communicating shared vision for areas of responsibility.
Planning and executing continuous improvement processes for areas of responsibility.
Developing plans related to district wide purchasing efficiencies with a lens on equitable contract procurement, compliance, and customer service.

Provide Performance Leadership by:

Developing staff and/or individual capacity to apply technical/functional expertise for maximum impact.
Recommending for employment and coordinating hiring for direct reports.
Providing supervision to direct reports, including formative feedback and timely performance evaluations and/or demonstrating attention to quality enhancement by improving efficiencies and effectiveness in document management, workflow, and compliance.
Leading the work of others; delegating tasks and authority appropriately and/or establishing procedures to guide system and departmental work; monitoring and demonstrating effective decision-making strategies in order to meet project deadlines.
Supervising purchasing Administrative Assistants (Buyers).
Holding team members accountable for timely, accurate, and compliant processing of all purchasing transactions.
Managing and prioritizing all purchase transactions.
Ensuring that transactions processed secure the right product, with the right price, at the right time, in the right way. (product, price, availability, and compliance)
Determining any skill gaps that may exist between the current staff and what will be needed in the future. Developing and implementing strategies to close those gaps.
Managing and facilitating requests for proposals and other solicitation processes.

Demonstrate Management Skills by:

Managing department resources effectively and efficiently.
Ensuring compliance with applicable policies, rules, and regulations.
Applying effective decision-making processes to problems or situations.
Identifying and recommending efficiencies and new opportunities within eFinancePLUS.
Planning and coordinating sourcing projects to result in pricing contracts for cost containment.
Managing workload by reviewing purchasing data, collaborating with buyers and other business services staff, analyzing purchasing processes, and making appropriate workload adjustments among direct reports.
Reviewing and approving p-card reconciliation.
Ensuring timely, accurate, and compliant purchasing transactions.
Determining purchasing deadlines and due dates each fiscal year for cost containment, timely receipt, and fiscal requirements.
Planning purchasing timelines and task assignments to align with district milestones, staffing, product availability, etc.
Ensuring compliant solicitation methods at all thresholds are met.
Determining purchasing methods and specific product types best for volume discounts, just-in-time, warehouse stock, or other.
Meeting with vendors, suppliers, contractors, etc. for negotiation, relationship building, understanding products and/or services.
Approving new vendors and vendors that need to be discontinued.
Determining, in collaboration with departments and colleagues, which products and/or services are approved, which vendor to use, and what pricing mechanism will be used.
Managing district-wide pricing contracts.
Assisting in the development of a reference tool (e.g. Master Catalog) to assist end-users in purchasing decisions and requisition tasks.
Sourcing vendors that align with procurement strategies of equitable contract procurement, cooperative purchasing, approved instructional products and equipment, and ability to align with Board Policy and District Administrative Procedures.
Recommending operational and budgetary adjustments.
Adjusting department work when justified by data analysis.
Collaborating with other departments to streamline processes of mutual interest

Demonstrate Interpersonal Skills by:

Expressing ideas clearly in speaking and writing and communicating effectively in public.
Encouraging frequent, open communication; maintain accessibility and visibility in the organization; invite suggestions and feedback.
Perceiving the needs and concerns of others and providing appropriate support; resolving conflicts; demonstrating cultural responsiveness.
Developing relationships with sites and purchasing department contacts.
Providing explanation of purchasing procedures, processes, and requirements in a professional and articulate manner.
Providing assistance to sites, departments, direct reports, and other department colleagues.
Collaborating with all purchasing department staff in a constructive manner that promotes a positive experience.
Recommend adjustments to the Administrative Procedure Manual’s purchasing related procedures.
Assisting supervisor in resolving complex problems.
Requesting feedback, monitoring, and adjusting processes.
Keeping supervisor informed at all times.
Liaising between vendors and sites.
Ensuring optimal communication and interface strategies with multiple stakeholders.

Demonstrate Professionalism by:

Demonstrating professional demeanor; maintaining confidentiality; representing the district in a positive manner; establishing and maintaining a positive image with sites and community.
Demonstrating commitment to own professional growth.
Inspiring trust by demonstrating competence, reliability, sincerity, and caring; demonstrating adaptability and flexibility.

Education Requirement:

Bachelor Degree

Degree / Major Field of Study:

Business Administration, Business Management, Operations Managements, Procurement or related field

Qualifications:

Knowledge of sourcing practices, inventory systems, purchasing laws and practices, and administering purchasing.
Knowledge of solicitation requirements related to bids, quotes, and proposals.
Knowledge of change management best practices.
Knowledge and experience in supervising, evaluating, coaching, and developing staff.
Knowledge of and skilled in applying supervisory best practices.
Advanced knowledge using Excel, and Google Docs/Sheets.
Ability to supervise staff by directing work, evaluating performance, coaching for improved outcome, and developing knowledge and skill.
Ability to analyze issues, assess concerns, and collaboratively problem solve.
Ability to communicate effectively, verbally and in writing.
Ability to organize and manage time effectively.
Ability to organize and retrieve data and information efficiently.
Ability to deduce information from data and apply rationale to decision making.
Ability to gain knowledge of school district organization, functions, and operations; understand the mission statement, goals, and philosophy as they impact the support functions and responsibilities of purchasing services

Work Experience:

Minimum five years of purchasing experience required, two years public procurement (preferred).
Two years supervisory experience required.

Salary range: Per contract – L1a;  $85,743 – $99,088 annually

Link to contracts: https://staff.district279.org/human-resources/contracts

Follow these steps to apply and submit an application online by:

Go to www.district279.org/careers
Click “View all job openings”
Choose job category or lookup position on the search bar
Review job description
Click on red “Apply” button top right corner next to JobID
Follow application instructions
When prompted for Referral Source, please select where you first saw Osseo Area Schools career opportunities. (Example: Facebook, LinkedIn, MinnesotaJobs, Handshake, MNASA, etc.)

Special Education Building Coordinator (SEBC-Elementary)

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Position Type:
Student Support Services

Location:
Educational Service 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 instructional support to and develop capacity of special education staff, in collaboration with Student Service Coordinators, building administrators, teachers and other stakeholders, to meet system-wide and local school initiatives to ensure equitable student achievement gains; support the effective completion of due process for each scholar receiving special education services; provide strategic leadership support and collaboration to special education teachers and teams; support scholar engagement and ensure scholars receive education in the Least Restrictive Environment; monitor scholar progress and applying appropriate supports and interventions; make appropriate and equitable use of services, resources and technologies; implement the goals and objectives of the district, Student Services Department, and school for which employed; maintain contact and communication with staff, administrators, colleagues, scholars, and guardians/caregivers; collaborate within and across departments, programs, and sites; participate in district, building, and department leadership activities; provide in-person, synchronous, and asynchronous support when applicable. Ability to be flexible with work hours to meet the needs of the district, department, and /or program at the discretion of the supervisor.

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

Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position. Current site assignment include Rice Lake Elementary and Cedar Island Elementary (subject to change)

Special Education Building Coordinator (SEBC)

Minimum qualifications include:

Bachelor’s Degree required.
Experience in special education, preferably a minimum of five years; demonstrated leadership experience with adults.
Valid Minnesota special education license in appropriate field or valid license in a related service area, MN teaching license in appropriate field, OR a valid MN teaching license in another field and willing to obtain an Out of Field Permission.*
If not currently licensed, must be willing and eligible to apply for and receive a Tier 2 License.*

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

Preferred qualifications include:  Master’s Degree in Special Education preferred.
Bargaining unit: Teachers
Salary: View salary grid on the respective bargaining unit listed above, accessible via our Employee Contracts page
FTE: 1.0 – 196 Days/year assigned at the elementary level
Desired Start Date: January 2025

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.