MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Extended School Year Special Education Teachers

by

Primary Responsibilities:

  • The licensed Special Education teacher 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.
  • 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

Special Education Teacher

by

Primary Responsibilities:

  • The licensed Special Education 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.
  • 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

2026-27 Psychologists, 4 Full-Time Positions

by

Job Duties and Responsibilities:

1.  Administer, evaluate and interpret results of individual assessment instruments/procedures that measure learning ability and social, emotional, and behavior development; supervise usage
of such instruments and procedures in the school district.
2.  Review data on pupils referred to school problem solving team.  Provide interventions and supports prior to referral for special education assessment.
3.  Conduct personal conferences with parents.
4.  Recommend, develop, and maintain procedures for operation of School Psychological Services implemented through individual case service.
5.  Work with other school personnel in securing support from community resources in assisting pupils and their parents.
6.  Provide pupil counseling and other case services within the limits of time available.
7.  Performs other duties of a similar nature or level.

Specific Responsibilities:
1.  Participate as assigned in district research projects, curriculum studies and pupil personnel service projects.
2.  Recommend to the Executive Director of Student Support Services on matters that will improve school psychological services.
3.  Attend state, regional, national and area professional conferences related to school psychological services.

Head of School

by

Our Mission & Vision

At Franklin Center, we provide a holistic, multi-service destination where neurodiverse individuals are seen, understood, and championed. Our vision is to create a world where unique neuro-types are not just accommodated but celebrated for their essential contributions. Through Franklin Academy, Franklin Therapy, Franklin Enrichment, Camp Franklin, and our Capstone adult services, we build a “bridge” of support through early adulthood.

About Franklin Academy
Franklin Academy is a private, accredited K-12 micro-school currently serving 90 students with the potential to grow to between 100 and 105 students. We are defined by our commitment to neurodiverse learners through a holistic model that integrates academic, social, emotional, and mental health needs. Our unique environment utilizes shared-grade classrooms and a high-collaboration faculty of 33 staff members, including lead teachers, classroom behavior therapists, and administrative support, to ensure every student is met where they are.

The Role: Head of School
The Head of School is the primary operational and visionary leader of Franklin Academy. Reporting to the Executive Director, you will be charged with creating a “Franklin Framework” that articulates our student-centric, holistic model and provides a structure for executing it consistently for both our staff and families.  We are seeking a Creative Systems Builder—someone who views the unique challenges of a micro-school not as obstacles, but as opportunities for innovation. You will translate our mission into clear, repeatable operations while constantly seeking creative solutions to evolve our model for the neurodiverse community.

The Leadership Philosophy: Empowering the Frontline
We believe in Empathetic Leadership. Our staff work each day diligently to provide individualized skills and learning experiences for our students; your role is to provide them with a clear “Execution Plan” to prevent burnout and decision fatigue. You will act as an Operational Leader & Faculty Mentor, coaching a multi-disciplinary team to balance their deep heart for the work with the operational clarity required for holistic growth.

Key Responsibilities

Innovation, Systems & Operations

  • Drive innovation within the micro-school model, identifying creative ways to utilize space, time, and talent to better serve our 90 students.
  • Design and refine school-wide systems for personalized learning goals, ensuring every student’s academic and social-emotional path is visible and supported.
  • Ensure achievement of high operational standards while maintaining a predictable, supportive environment for our 33-person staff.
  • Continue to build on our Academic learning progressions and behavior-emote reporting through the increased understanding of the newly created data architecture.

Instructional Mentorship & Team Alignment

  • Facilitate structured interdisciplinary meetings that align academic, behavioral, and therapeutic goals for every student.
  • Clearly articulate roles and responsibilities across the multi-disciplinary team, ensuring every staff member (from teachers to behavior therapists) understands their unique contribution to the student’s success.
  • Establish and maintain a clear chain of command and communication loops to ensure information flows seamlessly between classrooms, the therapy team, and leadership.
  • Serve as the key point of contact for families, translating school-wide progress into stories of holistic growth so parents feel like empowered partners.

Cross-Functional Collaboration

  • Work as a strategic partner with the Directors of Franklin Therapy, Capstone, and our Enrichment & Camp programs to ensure a seamless “wraparound” experience for families.
  • Collaborate with Therapy leads to ensure regulation-focused strategies are woven into the classroom fabric, creating a consistent environment across service lines.
  • Partner with the Capstone team to align the high school curriculum with our adult programming, shifting the focus toward employment readiness, functional life skills, and community independence.

Fiscal & Strategic Leadership

  • Lead the creation and execution of the Academy’s annual budget in close partnership with the Finance Director, ensuring resources are aligned with student needs and long-term sustainability.
  • Participate in Board of Trustees meetings, providing transparent reporting on Academy outcomes, enrollment trends, and strategic progress.
  • Work with the Executive Director to ensure the Academy’s objectives and goals are aligned with the broader Franklin Center’s mission and program goals.