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Minnesota Association of School Administrators

Metro

Educational Assistant – Level IV Special Education

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Primary Responsibilities:

  • Provide support to elementary special education students.
  • Work under the direction of special educators to reinforce instructional strategies, provide behavior support, and assist with personal care in all school environments.
  • Work as a team member to implement IEP based instructional goals and adaptations including assistive technology.
  • Collect student data and third party billing record documentation.
  • Promote inclusion and self sufficiency of students in the school community.

Administrative Assistant

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Knowledge, Skills, and Abilities

Knowledge:

  • Human Resources office practices, procedures, and confidentiality standards
  • Records retention requirements and document management systems
  • Data entry, reporting systems, and database management
  • Payroll/leave systems and general business office procedures
  • Microsoft Office / Google Workspace and related software systems

Skills:

  • Organization, prioritization, and multitasking
  • Accurate data entry and proofing
  • Customer service and professional communication
  • Calendar coordination, meeting logistics, and document preparation
  • Preparing reports, forms, and correspondence

Abilities:

  • Maintain confidentiality of sensitive employee information
  • Work independently with minimal supervision
  • Adapt to changing priorities and competing deadlines
  • Learn new systems and processes quickly
  • Build positive working relationships with diverse stakeholders
  • Recommend and implement process improvements

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.

I. Core Responsibilities 

  • Provide front-line customer service to employees, applicants, administrators, and the public via phone, email, and in person
  • Prepare, format, proofread, and distribute HR correspondence, forms, reports, and documents
  • Maintain confidential personnel records, files, and data in compliance with district procedures and legal requirements
  • Enter, review, verify, and update information in HR databases and systems
  • Coordinate meetings, schedules, calendars, and related logistics for HR staff
  • Support onboarding, employment processing, and employee transactions
  • Respond to routine questions regarding HR procedures, forms, timelines, and processes
  • Assist with purchasing, invoices, office supply ordering, and department administrative needs
  • Support clerical training, cross-training, and troubleshooting of systems/processes
    Identify opportunities to improve efficiency, workflow, and customer service
  • Use district technology systems effectively and learn new systems as needed

II. HR Operations Responsibilities

  • Provide direct administrative support to HR leadership
  • Manage calendars, appointments, and meeting coordination for HR administrators
  • Assist with recruitment and hiring processes including references, background checks, interview scheduling, and offer letter preparation
  • Process verification of employment requests
  • Track employee agreements including signing bonus agreements, loan agreements, and related documents
  • Prepare Board personnel reports and track submission deadlines
  • Support district wellness initiatives including scheduling meetings, budgets, and materials
  • Maintain HR webpage updates and department communications
  • Process Frontline/Aesop leave transactions and system support
  • Monitor HR budget items, invoices, and purchasing documentation

III. HR Data & Records Responsibilities

  • Maintain official personnel files and digital records systems
  • Manage document scanning, indexing, storage, retention, and destruction processes
  • Ensure compliance with district records retention schedules and privacy requirements
  • Perform HR data audits for completeness, accuracy, and consistency
  • Support system/database entries for employee records, assignments, credentials, and related data
  • Generate HR reports, spreadsheets, and records summaries as requested
  • Maintain labor law posting compliance and required notices
  • Troubleshoot data discrepancies and coordinate corrections with internal departments
  • Organize archived records and retrieval of historical employee documentation
  • View the full Administrative Support V Job Classification

Position Details:

Reports to: Director of Human Resources

Location: District Service Center in Plymouth, MN

Work Schedule: This is a full-time position, Monday-Friday, 40 hours per week, all year 12-month position, 261 days

Salary: Follows the SEIU Local 284 Salary Schedule Grade V: $25.95 – $27.00 per hour (depending on experience)

Generous Benefits including: 

  • Low cost medical and dental insurance
  • District funded HRA account
  • Life insurance and long-term disability
  • Optional health care flexible spending account (FSA)
  • Optional dependent care flexible spending account (FSA)
  • Extensive wellness services that includes 6 free confidential counseling sessions
  • Retirement benefits through PERA
  • Optional 403b with district match
  • Paid time off
  • Paid holidays
  • Mental Health benefits
  • More details can be found on our webpage: Contracts/Benefits – Intermediate District 287

Assistant Principal (Middle School)

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Position:  Middle School Assistant Principal
Work Schedule:  236 Days/Year, Full-time
Start Date: 07/01/2026
Pay: Commensurate with experience and 622 principal contract
Benefits:  Benefits are available per the principal labor agreement
Job Overview: The Assistant Principal at Skyview Middle School plays a pivotal role in supporting the principal with various managerial, instructional and learning support aspects of the school, ensuring a positive and productive learning environment for students and staff. The Assistant Principal will collaborate closely with staff, students, parents, and the community to foster an inclusive and supportive educational atmosphere.

Key Responsibilities:

Managerial Leadership:

  • Assist the principal in managing daily school operations, ensuring that the school runs smoothly and efficiently.
  • Supervise and evaluate teachers and staff to ensure high standards of performance.
  • Coordinate and supervise school-wide events, assemblies, activities, and special programs.
  • Support the management of the school budget, supplies, and resources in alignment with district policies.
  • Assist in the development and implementation of safety protocols and emergency procedures.
  • Lead and participate in emergency drills, ensuring the safety and security of students and staff.
  • Address and manage any crisis situations with composure and in collaboration with relevant authorities.

Instructional Leadership:

  • Support the development, implementation, and evaluation of the school’s curriculum and instructional programs.
  • Assist in the evaluation and professional development of teachers and staff, ensuring best practices are implemented in the classroom.
  • Analyze student performance data and help guide instructional decisions to improve student achievement.
  • Assist in the creation of schedules, course offerings, and staffing decisions to optimize educational delivery.

School Climate Leadership:

  • Enforce district policy and school procedures to promote a positive school culture.
  • Provide active supervision and address student behavioral issues in a fair, consistent, equitable and respectful manner.
  • Communicate with parents and guardians regarding student conduct and academic progress.
  • Develop and implement proactive strategies to maintain a safe and respectful learning environment.
  • Address students’ social, emotional, and academic needs through collaboration with counselors, teachers, support staff and outside agencies.
  • Support the development and implementation of school-wide initiatives for student well-being and success.

Communication and Community Relations:

  • Serve as a liaison between students, parents, teachers, and the community, promoting effective communication and fostering positive relationships.
  • Participate in parent engagement events, school board meetings, and other school-related events as needed.
  • Collaborate with community organizations and partners to enhance the educational experience.

Qualifications:   Leadership Qualifications

Education: Master’s degree in Educational Leadership, Administration, or a related field.
Certification: Valid administrative certification or licensure in the state of Minnesota.
Experience: Minimum of 5 years of school-based experience, with at least 2 years in an administrative or leadership role preferred.
Skills:

  • Strong leadership and organizational skills.
  • Leads with an equity lens to close learning and opportunity gaps and address disproportionality
  • Excellent communication, interpersonal, and problem-solving abilities.
  • Ability to manage multiple priorities and work effectively under pressure.
  • Experience in professional development, student management, and staff supervision.
  • Knowledge of and experience with data systems to support continuous school improvement.

Physical Requirements:

  • Ability to stand, walk, and move throughout the school building for extended periods.
  • Must be able to lift and carry up to 25 lbs. occasionally.

Work Environment:

  • School environment with standard office hours with assigned evening or weekend events.

Independent School District No, 622, North St. Paul-Maplewood-Oakdale, does not discriminated on the basis of sex and prohibits sex discrimination in any education program or activity.

ISD 622 is an equal opportunity employer and encourages candidates from all backgrounds to apply.

School Psychologist

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Primary Responsibilities:

  • The licensed school psychologist 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 psychologist 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

Registered Behavior Technician

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Primary Responsibilities:

  • Provide instructional and behavioral support to students individually or in small groups, and ensure a safe and healthy educational environment.
  • Support the implementation of Positive Behavior Support Plans through modeling and coaching.
  • Oversees behavioral data collection including maintenance and/or entry of information into data collection system
  • Collects and monitors data to identify students who need additional support or effectiveness of intervention
  • Actively participates in meetings and training for classrooms the Registered Behavior Technician supports (e.g., team meetings, debrief meetings, training on student safety plans)
  • Completes student observations and student-specific data collection methods as needed under the direction of the Board Certified Behavior Analyst

Executive Director of the Office of Teaching and Learning

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The Executive Director of Teaching and Learning serves as a senior district leader responsible for establishing and advancing a coherent, equitable, and high-quality Pre-K -12 instructional system. Reporting to the Senior Executive Academic Officer, this role provides strategic leadership for curriculum design, instructional practice, assessment alignment, and professional learning to ensure all students experience rigorous, culturally responsive, and engaging learning.

The Executive Director leads the development and implementation of a shared instructional vision grounded in equity, evidence-based practices, and continuous improvement. This position partners closely with school leaders, instructional staff, and central office departments to align systems, build capacity, and drive measurable improvements in student outcomes in accordance with the district’s strategic priorities.

Reporting Relationship

Report to the Senior Executive Academic Officer.

Responsibilities

The essential functions include, but are not limited to, the following fundamental duties:

Instructional Leadership & Curriculum
Provide dynamic leadership that leads to scaled deep implementation efforts across SPPS.
Lead the development, alignment, and continuous improvement of the district’s Pre-K-12 curriculum to ensure rigor, coherence, and alignment with state and federal standards.
Establish and champion a shared instructional vision that centers student achievement, equity, and culturally responsive pedagogy across all schools and programs.
Collaborate with multiple stakeholders and school and district leaders to translate curriculum frameworks into high-quality classroom practice.
Direct the selection, adoption, and evaluation of instructional materials, resources, and programs.
Use student achievement data and research-based practices to inform instructional decisions and drive continuous improvement.

Professional Learning & Staff Development
Design and oversee a systemic, job-embedded professional learning framework aligned to district priorities and the needs of a diverse PreK-12 student population.
Support the growth and sustainability of professional learning communities across all district schools and programs.
Ensure professional development activities are aligned with the district’s strategic plan, accountability systems, and federal and state education requirements.
Develop and implement training in cultural proficiency, diversity and inclusion, and data-driven instructional practice.
Evaluate the effectiveness of professional learning activities and recommend improvements based on evidence of impact on student outcomes.
Equity & Personalized Learning
Partner to provide leadership for the district’s equity initiatives, ensuring equitable access to high-quality instruction for all students, including those from historically underserved communities.
Oversee the integration of personalized learning and instructional technology to support individualized student pathways.
Partner with the Office of Equity and other departments to embed equity-centered practices throughout teaching, learning, and professional development systems.

Operational & Administrative Leadership
Develop and monitor the Teaching and Learning department budget; ensure responsible stewardship of resources in support of instructional priorities.
Supervise, evaluate, and support direct reports; build a high-performing, collaborative team culture.
Oversee the implementation of grants and federal/state program reporting related to teaching and learning in collaboration with the Office of Research, Evaluation and Assessment.
Develop and maintain a district-wide professional development calendar in coordination with school and district calendars.
Collaborate with local, state, and federal agencies, higher education institutions, and community partners to advance instructional innovation and secure resources for district initiatives.
Provide ongoing communication to district staff and building administrators regarding instructional priorities and professional learning opportunities.
Contribute to the district’s strategic planning efforts by partnering with colleagues to promote student achievement and alignment of resources.
Perform other related duties as assigned by the Senior Executive Academic Officer
Knowledge, Skills, and Abilities
Knowledge
Thorough knowledge of Pre-K-12 curriculum development, instructional design, standards alignment, and evidence-based pedagogy, including MTSS, differentiated instruction, and personalized learning approaches.
Thorough knowledge of professional learning systems, including adult learning theory, job-embedded coaching, and leadership development practices.
Considerable knowledge of culturally responsive pedagogy, equity frameworks, and strategies for identifying and eliminating systemic barriers to student achievement.
Considerable knowledge of assessment systems, data use practices, and continuous improvement models to drive instructional effectiveness and student outcomes.
Considerable knowledge of instructional technology, digital learning tools, and strategies for effective integration across diverse learning environments.
Considerable knowledge of federal, state, and local education laws, regulations, and accountability systems.
Considerable knowledge of public sector budgeting, grant management, and resource allocation processes.
Skills
Highly proficient strategic planning and execution skills, with the ability to translate vision into aligned systems, initiatives, and measurable outcomes.
Highly proficient data analysis, interpretation, and application skills to inform instructional decisions and continuous improvement efforts.
Highly proficient communication skills, both oral and written, with the ability to clearly convey complex ideas to diverse audiences and stakeholders.
Highly proficient leadership and supervision skills, including coaching, performance management, and capacity-building of leaders and staff.
Highly proficient organizational and project management skills, with the ability to manage multiple priorities, timelines, and large-scale initiatives simultaneously.
Highly proficient budgeting and resource management skills aligned to strategic priorities and equitable outcomes.
Strong facilitation, presentation, and collaboration skills to lead professional learning, engage diverse stakeholders, and foster shared ownership.
Strong problem-solving and conflict resolution skills grounded in equity, inclusion, and organizational effectiveness.

Demonstrated Ability
Demonstrated ability to lead large-scale, systemwide instructional improvement efforts and develop, articulate, and sustain a shared vision for teaching and learning centered on equity and student success.
Demonstrated ability to lead, motivate, and develop diverse teams, fostering a high-performing and collaborative culture.
Demonstrated ability to apply an equity lens to decision-making, resource allocation, and program design to ensure inclusive and equitable outcomes across diverse cultural, linguistic, ethnic, and socioeconomic communities.
Demonstrated ability to navigate and influence complex organizational systems, interpret policy, translate requirements into actionable practices, and drive sustainable change.
Demonstrated ability to manage ambiguity, adapt to changing priorities, and operate effectively in a dynamic environment.
Leadership Competencies
1. Strategic & Instructional Leadership
Develops and communicates a clear, equity-centered vision for teaching and learning aligned to district goals and strategic priorities.
Aligns curriculum, instruction, assessment, and professional learning systems to drive measurable improvement in student outcomes.
Demonstrates deep instructional expertise and guides the implementation of rigorous, standards-based, and evidence-based instructional practices.
Anticipates challenges, identifies opportunities, and leads proactive, solution-oriented responses to sustain continuous improvement.
Maintains a consistent focus on results and ensures accountability for individual, team, and organizational performance.
2. Equity-Centered Leadership
Champions equitable access, opportunity, and outcomes for all students by embedding equity into all instructional and operational systems.
Promotes culturally responsive, inclusive practices that reflect and support diverse student and community identities.
Uses data disaggregated by student groups to identify disparities and drive targeted improvement efforts.
Builds organizational awareness and commitment to eliminating systemic barriers to student success.
3. Talent Development & Team Leadership
Builds, leads, and sustains high-performing, collaborative teams through effective hiring, coaching, delegation, and performance management.
Develops leadership capacity at all levels of the organization, including principals, instructional coaches, and teacher leaders.
Provides ongoing feedback, professional growth opportunities, and structured support to improve individual and collective effectiveness.
Models integrity, professionalism, and strong personal ethics, fostering a culture of trust and accountability.
4. Data-Driven Continuous Improvement
Uses multiple data sources (student achievement, formative assessment, program evaluation, and qualitative feedback) to inform decision-making.
Establishes and maintains systems for continuous improvement, progress monitoring, and accountability.
Translates complex data into clear, actionable insights for diverse stakeholder groups.
Ensures data is used ethically and effectively to guide instructional and organizational improvement.
5. Systems Thinking & Change Leadership
Understands and navigates complex educational systems, ensuring coherence across initiatives, departments, and schools.
Leads and manages change effectively, building buy-in and sustaining momentum for systemwide improvement efforts.
Ensures alignment of resources, initiatives, and practices to reduce fragmentation and increase impact.
Applies sound judgment and resourcefulness to maximize the effectiveness of available resources.
6. Communication & Stakeholder Engagement
Communicates a compelling, clear, and consistent vision to internal and external stakeholders.
Builds and sustains strong, collaborative relationships across schools, departments, families, and community partners.
Facilitates engagement processes that promote shared ownership, trust, and collective accountability.
Manages competing stakeholder interests diplomatically, transparently, and effectively.
7. Operational & Organizational Effectiveness
Ensures effective management of budgets, staffing, resources, and timelines in alignment with strategic priorities.
Implements systems and processes that promote efficiency, consistency, and accountability across the organization.
Ensures compliance with federal, state, and local policies, regulations, and reporting requirements.
Monitors implementation fidelity and adjusts systems to improve effectiveness and impact.

Physical and Mental Requirements
The physical and mental 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.
Physical Requirements
Ability to sit for prolonged periods of sitting, with frequent standing, and walking.
Ability to operate standard office equipment, including computers, tablets, and communication devices.
Ability to communicate effectively in person, virtually, and via telephone, including delivering presentations to small and large groups.
Ability to read, analyze, and interpret written and electronic documents, reports, and data.
Ability to travel between district sites, schools, and external meetings as required.
Occasional lifting and carrying of materials weighing up to 20 pounds (e.g., documents, instructional materials, or equipment).
Ability to attend and actively participate in meetings, trainings, and events that may occur during evenings or weekends.
Mental Requirements
Ability to think strategically and analytically in a complex, fast-paced organizational environment.
Ability to manage multiple priorities, deadlines, and high-level projects simultaneously with attention to detail and accuracy.
Ability to interpret and apply policies, regulations, and data to inform decision-making and organizational direction.
Ability to exercise sound judgment, problem-solving, and decision-making in high-stakes and time-sensitive situations.
Ability to lead change initiatives and navigate ambiguity while maintaining focus on long-term goals and outcomes.
Ability to engage in continuous improvement, reflection, and adaptive leadership practices.
Ability to effectively communicate complex concepts and facilitate understanding among diverse stakeholders.
Ability to manage stress, maintain professionalism, and respond constructively in challenging or sensitive situations.
Working Conditions
Work is performed primarily in an office and school-based environment.  Regular interaction with district leadership, school administrators, educators, students, families, and community partners. Regular travel between district sites and occasional travel to regional or state meetings, conferences, or trainings.
Work schedule may include evenings and weekends to attend board meetings, community events, and professional obligations. May be required to respond to urgent situations or district needs outside of standard working hours.
Fast-paced environment with frequent interruptions, competing priorities, and evolving demands. High level of responsibility and accountability for districtwide instructional outcomes and compliance requirements. Exposure to confidential information requiring a high degree of discretion and professionalism.