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Minnesota Association of School Administrators

Metro

Superintendent

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SUPERINTENDENT

FRIDLEY PUBLIC SCHOOLS – ISD 14

FRIDLEY, MINNESOTA

District Address:  6000 West Moore Lake Drive, Fridley, MN 55432

District Website:  https://www.fridleyschools.org/

Qualifications:  Hold, or be eligible to hold by July 1, 2023, licensure as a superintendent in Minnesota. Experience as a superintendent, district administrator or principal is preferred. Demonstrate a strong commitment to student learning and success, staff learning and development and building community partnerships

Compensation Offered:  Regionally competitive

Communities Served:  District 14 serves the City of Fridley, the broader community included in our membership with the Northwest Suburban Integration School District, and a sizeable population of open enrolled students and families.

Consultants Assisting the Board:  School Exec Connect: Dr. David Clough (847-644-5556), Dr. Bob Ostlund (612-308-8997) and Lisa Anderson (952-210-9865)

District Highlights and Accomplishments:

  • Mission
    • As a world class community of learners, Fridley Public Schools aims to develop internationally minded students. We challenge ourselves, our students, and our community to become caring and knowledgeable lifelong learners who inquire and take action to create a better world. Our mission is to guide students in the development of learning skills to help them reach their full potential.
  • Core Values
    • To be life-long learners
    • To care for others
    • To develop an educational foundation for students
    • To be prepared to thrive in a diverse, changing society
    • To develop high skill levels
    • To be adaptable
  • Academics and Student Achievement
    • The first and only school district in the state of Minnesota to provide full International Baccalaureate Programme Continuum (PYP, MYP, DP and CP) to all students in prekindergarten through grade 12.
    • Early learning programs covering screening, parent education, preschool and early interventions.
    • Reading intervention specialists grades K-10.
    • Strong technology support for students and staff with a dedicated IT team.
    • AVID elective and schoolwide support for secondary schools.
    • Career and Technical Education Advisory that meets with local community and business partners.
    • We provide all students in grades K-12 Chromebook for learning (1:1 technology).
    • Fridley High School’s graduation rate exceeds the state average.
    • Fridley Public Schools’ Black/African American, Asian, free/reduced-price lunch, and special education student groups’ graduation rates exceed the state average.
    • A comprehensive area learning center program which includes a high school, middle school, and targeted services supporting students during the school year, and summer Transition program that supports students continuing learning and building life skills for young adults (18-21 years) with disabilities.
  • Activities
    • Athletics – Football Section Champs six of the last eight years, State Champion Long Jumper in Track & Field, consistently have state participants in Wrestling, Swimming & Diving and Tennis.
    • Districtwide (K-12) Fine Arts (choir, band, pep band, jazz band, musicals, show choir, strong Speech team with individual state participants.
    • Clubs & Organizations – Nationally recognized Key Club, very active Robotics Team, Minnesota Honor Society, 25+ active clubs at FHS.
    • Extra-curricular activities at FMS including musicals, clubs, sports teams, and Builders Club.
  • Facilities
    • November 2015 – completed a successful bond referendum ($27,500,000) for improvement and maintenance, safety updates, and associated technology updates across all district facilities
    • November 2020 – passed a capital project levy renewal to fund deferred maintenance and renovations, and technology infrastructure and devices
  • Finances
    • District operating budget: $54,794,216
    • Fiscally responsible management, with an (audited) unassigned general fund balance of 8.6% in FY 22
    • Average daily membership of 2,769 in 2022
    • Active and robust budget management practices, with continual monitoring and review to identify opportunities for efficiency
    • Cash flow stability due to systematic receipt/expenditure analysis, regular monitoring of spending, and active management of investments to maximize returns
    • Strong established business and human resources practices and procedures leading to no state or federal compliance issues
  • Community
    • Fridley Public Schools is proud to have strong support from the community in many ways, including through the Fridley Schools Foundation.
    • We were one of the first districts in the state to have a board-approved equity statement: Fridley Public Schools is committed to creating a welcoming, respectful environment that provides an equitable and inclusive education for each student, staff and community member by ensuring that opportunities, access, and resources are aligned to support the growth and academic achievement of each student.
    • Fridley Public Schools collectively acknowledges that Minnesota is located on the traditional, ancestral, contemporary, and occupied lands of the Ojibwe Anishinaabe and Dakota Oyate Indigenous peoples. We make this acknowledgement to honor and respect the Dakota Oyate and Ojibwe Anishinaabe people, the original stewards of lands and waters, their ancestors, descendants, traditions as well as the land itself. We have a moral responsibility to advocate and be in alliance with our Indigenous communities as we continue our equity and inclusion journey.

Student Population:  2866

District Schools:

  • Fridley Community Center Pre-K (3YO/4YO)
  • Stevenson Elementary K-4
  • Hayes Elementary K-4
  • Fridley Middle School Grades 5-8
  • Fridley High School Grades 9-12
  • Fridley Moore Lake Alternative Learning Center (ALC) Grades 10-12

Union Affiliations

  • Fridley has positive and synergetic relationships with all bargaining groups.
  • Fridley Education Association (FEA) – Teachers
  • Fridley Association of School Administrators (FASA) – Principals
  • Service Employees International Union (SEIU) Local 284 – Clerical, Media Clerk, Health Assistants and Technology Assistants, Nutritional Services, Paraeducators
  • Education Minnesota Fridley Custodians (AFL-CIO) – Custodians

Contract Status:  FEA, FASA, SEIU and AFL-CIO settled for 2021-23.

Search Calendar: (The board reserves the right to modify all dates)

  • Applications Accepted Through April 28, 2023
  • Selected Candidates taken to the Board on May 2, 2023
  • First Round Interviews on May 3-4, 2023
  • Finalist Interviews on May 8-10, 2023
  • Position Begins on July 1, 2023

Application Process

  • Interested candidates can apply and submit the required credentials through schoolexecconnect.com.
  • Candidates will be asked to complete the online application and present a cover letter, resume, copies of graduate transcripts, proof of certification and letters of reference.

ELL Paraprofessional

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Position Title:  ELL Paraprofessional – 2 positions available

Start Date:  Monday, March 27th until end of the school year

Hours:  6 hours per day (8:00am-2:30pm schedule)

This position is full-time and based out of two buildings:  Mahtomedi Middle School and Mahtomedi High School.  This position is non-exempt.  Salary and benefits are part of the Para Master Agreement.

Minimum Requirements:

Must be Highly Qualified.  Two years of education post high school, or a passing  score on the ParaPro test. Previous experience working with secondary students in an educational setting preferred.

Position Overview:

The English Learner (EL) paraprofessional’s primary responsibilities is providing supplemental instruction for identified EL students under the direction of the EL and classroom teachers and building principals.  This supplemental work is in the areas of speaking, listening, reading and writing.  The instruction is focused on improving the English language acquisition abilities of students whose primary home language is not English.

Requirements and Qualifications:

  • Highly Qualified paraprofessional status according to state guidelines
  • Ability to work with staff to provide services to students with limited English language
  • Ability to work collaboratively with students and staff; ability to adapt to student’s needs daily
  • Previous experience working with ELL students or adults preferred
  • Strong problem-solving skills; use of good judgment in making decisions
  • Recognizes achievement, effort and positive attributes of students
  • Strong passion working with students to achieve academic goals
  • High level communication skills to work effectively with students, families and staff/colleagues
  • Ability to maintain confidentiality of student and family information as required under FERPA

Apply online at:   www.mahtomedi.k12.mn.us  click on Human Resources

Follow directions to complete the application.  Thank you!

Application Deadline:  Open until filled

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.

Equity and Instructional Coach (TOSA) – Multiple positions

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Effective immediately, Human Resources is accepting applications for the position of Equity & Instructional Coach-TOSA (Teacher on Special Assignment) at the Elementary and Secondary Buildings (four positions).  We offer a competitive salary and benefits package.  Salary placement is based on education and experience as indicated in Teachers’ Collectively Bargained Agreement.

Job Summary
Coaching is a measurable and proven method of changing teacher practice and improving student outcomes. Equity & Instructional Coaches with a focus on coaching for racial equity will work with all teachers at each school. The Equity and Instructional Coach (TOSA) position is designed to amplify the school’s focus on continuous improvement and best practice approaches to instruction, support teachers’ growth, and reduce/eliminate racial and economic opportunity and achievement gaps for students. Guiding values and practices of the role include: a commitment to coaching and a growth mindset; coaching for individuals and small groups; leadership team development; designing, facilitating, and leading professional learning; growing a culturally responsive approach to lesson planning and instruction; data literacy; and centering an anti-bias, anti-racist approach to pedagogy and professional skills of all educators.

Job Functions

Professional Learning

Build change readiness and change management for site and district learning and adaptive work
Serve as a leader for instructional strategies and content-area pedagogy, as well as curricular design that delivers the Classroom Theory of Action and Desired Daily Experiences for staff, students, and families
Collaborate with school and district leaders of academic and student support academic and student support leaders to implement and monitor Multi-Tiered System of Support that provide effective Tier 1 curriculum, assessment, and instruction, and targeted interventions for students who demonstrate a need for accelerated growth in academic, social, emotional, or behavior development
Provide mentoring support for new teachers and staff.
Partner with school leaders to build teacher leadership capacity and to ensure effective school-wide, standards-based professional learning, that supports alignment in the work of staff throughout the system: district – school/program – PLC – individual educator

Coaching

Provide one-on-one, individualized support that accelerates teachers’ learning and growth
Support teachers’ praxis: taking their learning from strategic and continuous improvement goals, professional development opportunities, and PLC or data meetings and applying their learning to planning and instruction
Offer place and space for teachers to process their learning with a trusted colleague and receive feedback and help in determining next steps
Help teachers clarify goals and priorities in their learning and progress through different areas of development to improve their anti-bias, anti-racist teaching practice

Equity & Learning

Support teachers in developing culturally responsive approaches to lesson planning and instruction
Support teams and individual in growing their data literacy: disaggregating data by demographic groups, using data-driven decision making skills, and adapting practices in response to the data
Support teams in developing effective and efficacious collaborative relationships with a focus on healthy communication, planning for instruction, and developing interdisciplinary units and/or approaches
Coordinate developing and maintaining formative and summative assessments in all curricular areas.
Lead collaborative teacher teams in their design of culturally relevant, anti-racist, engaging, meaningful learning experiences at grade level for each student
Promote integration of technology as a tool for improving student engagement and achievement.
Assist in the selection and design of instruments and procedures for curricular materials, best practice instructional strategies and assessment tools.

K-12 Instructional Coordinator with Focus on Literacy

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Job Summary

Provide district-wide leadership for K-12 curriculum and instruction, with a focus on literacy through designing, facilitating, and evaluating standards-based professional learning, and implementation of research-based  instruction and assessment practices and high-quality curriculum materials within a tiered system of supports to improve student outcomes and reduce/eliminate opportunity and achievement gaps.

Job Functions

Develops, executes, and directs all aspects of the K-12 literacy framework across all content areas and programs.
Lead the advancement of scientifically based reading instruction throughout all schools and grade levels
Update, maintain, and ensure implementation of the Local Literacy Plan and complete requirements associated with state statutes pertaining to reading (i.e., Read Well by 3rd Grade)
Serve as a leader for scientifically based reading instructional strategies and content-area pedagogy, as well as curricular design that delivers the classroom theory of action and desired daily experiences for staff, students, and families
Supports the curriculum review and evaluation process for all aspects of literacy across content areas with alignment to state academic standards. Assist in the selection and design of instruments and procedures for curricular materials, best practice instructional strategies and assessment tools.
Provides leadership in the identification, implementation and evaluation of instructional practices, delivery models, resources and assessments.
Provide resources, guidance, and support for differentiated instruction, intervention and extensions to meet the needs of all learners.
Develops, coordinates, leads and delivers professional development for teachers, principals and other school and district staff.
Serves as a resource for principals, leadership teams and PLCs to support building level instructional practices, initiatives and systems. Work with the school leaders to create a school-wide focus on goals for academic achievement.
Collaborate with school and district leaders of academic and student support to implement and monitor a tiered system of supports that provides effective tier 1 curriculum, assessment, and instruction, and targeted interventions for students who demonstrate a need for accelerated growth in academic development; Ensures alignment of literacy practices to the SSPPS MTSS framework.
Address barriers to student learning through data analysis, critical thinking, and the use of group processing skills that are student-centered, restorative, solution-based, and culturally responsive.
Assist staff in implementing culturally relevant instructional strategies in order to address the needs of all students.
Promote integration of technology as a tool for improving student engagement and achievement.
Apply for and oversee literacy grants that support and advance the local literacy framework.
Build change readiness and change management for site and district learning and adaptive work.

Due Process Lead – Elementary (TOSA)

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The Human Resources Department is accepting applications for the position of a Due Process Lead-TOSA (Teacher of Special Assisgnment) at the elementary buildings for the 2023-24 school year.  We offer a competitive salary and benefits package.  Salary placement is based on education and experience as indicated in Teachers’ Collectively Bargained Agreement.

Job Summary
The Special Services Due Process Lead designs, monitors, coordinates and provides leadership in district due process rules and regulations to assure that these procedures are in compliance with state and federal regulations with regard to special education services and the implementation of these services for students with disabilities.

Job Functions

Attend Child Study meetings at each building, monitor and document student eligibility for special education services.
Support special education teachers with compliant due process procedures.
Support coordination of district and state assessments in the area of IEP accommodations for ordering of materials and verification of compliance.
Support and consult as a member of district IEP teams at IEP, evaluation meetings and conferences.
Adhere to all district policies and procedures.
Support the district’s mission, vision and values.
Design and provide professional development to staff regarding SpEd Forms (Due Process Student Information System) and Due Process needs/updates.
Provide coaching support to new hires and staff in the area of Due Process.
Maintain caseloads.
Support building administration in the scheduling of IEP students.
Support administration in the scheduling of paraprofessionals.
Work with families in the understanding of Due Process regulations and service delivery within the district.
Participate in Due Process hearings as needed and appropriate.
Promote team development of the Special Services staff with one another as well as with the building staff.
Adhere to all district policies and procedures.
Other duties as assigned.

Special Education Teacher (EBD license required)

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Effective immediately, the Human Resources Department will accept online applications for the position of Special Education Teacher (EBD license required) at our High School for the 2023-24 school year.   We offer a competitive salary and benefits package.  Salary placement is based on education and experience as indicated in Teachers’ Collectively Bargained Agreement.

Job Summary
Provide specialized instruction, modifications and accommodations to students with disabilities.  Follow all due process requirements under the Individual with Disabilities Education Act and Every School Succeeds Act. Work collaboratively with building staff.  Provide direction to Paraprofessionals on day-to-day activities for student achievement.  Participate in IEP meetings and facilitate communication between staff and families if necessary.

Job Functions

Provide assistance and leadership in completing Functional Behavior Assessments as determined by the IEP team.
Consult with other educators, staff and parents in developing specialized educational programs for students.
Consult with other educators, staff and parents in the management and data collection around results of specialized programs.
Assist in making changes and adjustments to instructional techniques and accommodations and modifications for students.
Participate with families at school conferences and IEP meetings with parents when needed.
Communicate with appropriate teachers and other district staff personnel as necessary on educational matters.
Promote family attendance and involvement in school conferences and events.
Provide education to families as requested by the principal, teacher, or district staff.
Promote full consideration of individual needs of learners with disabilities in the academic environment.
Deliver the district’s written, taught and assessed curriculum.
Adhere to all district policies and procedures.
Support the district’s mission, vision and values.
Maintain knowledge and skills within IB program changes and updates.
Cultivate and develop inclusive and equitable working relationships with students, staff, families and community members.
Adhere to staff and program guidelines and district procedures and policies.
Demonstrate prompt, regular and reliable attendance.
Other duties as assigned.