MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The Waconia Public Schools’ main office is located in Waconia, Minnesota. The school district has an approximate enrollment of 4,050 pre-kindergarten through grade twelve students.

School District Website: https://isd110.org/

City Website:   https://www.waconia.org/

LEADERSHIP PROFILE: The Waconia School Board seeks a superintendent who:

  • Acts with honesty and in an ethical manner with the School Board, staff, and community
  • Works cooperatively with the School Board; provides options and recommendations
  • Develops and directs an effective leadership team
  • Has experience in school finance and in implementing educational priorities
  • Delegates authority while maintaining accountability
  • Develops trust and works collaboratively with diverse groups of stakeholders
  • Possesses a strong academic background with experience in curriculum

Previous superintendent experience preferred, but not required.

SALARY/CONTRACT:  The current superintendent’s base salary for the 2021-2022 school year is $178,500. The final salary and benefits package will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  April 17, 2022

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at mnmsba.myrevelus.com. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on April 17, 2022, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “Waconia Public Schools Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s official transcript(s) (upon hire, originals must be submitted to the school district).

Please contact with any questions:  Barb Dorn, MSBA Director of Leadership Development and Executive Search, [email protected] or 507-508-5501.

The Minnesota School Boards Association is an equal opportunity search agency.

Special Education Resource Teacher – La Academia and Kinder Academy

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Special Education Resource Teacher
La Academia and Kinder Academy
For More Information contact: Kellie Krick-Oborn at [email protected]

Position Start Date: August 2022
FTE: 1.0
Banded/Graded:  C-5-2
Responsible To:  Building Principals; Special Education Director/Supervisor
Qualifications: MDE special education teacher any disability area. This is a dual-language Spanish immersion school so polite or fluent Spanish is helpful but not required
Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  See attachment

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA).
Background check will be conducted.

Interview review process ongoing until filled

If you are changing positions or the number of hours you work, your benefits may change.  Please make sure to check the eligibility as listed in the above agreement.
If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure:
Please apply online at: http://www.district112.org (only online applications will be accepted).

Custodian – #5090

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Position Function:
Under the direct supervision of the Principal, Director of Facilities, and Director of Human Resources, performs general cleaning and maintenance in school buildings and grounds; maintains equipment in functional condition; and provides cleaning and custodial assistance to students, teachers, visitors and others as necessary.

Performs related duties and general maintenance work as required.

Essential Functions:

Checks and secures building at beginning and end of shift for the purpose of ensuring the safety and cleanliness of the building.
Cleans rooms, hallways, cafeterias, restrooms, offices, stairways, and other areas of building according to school district standards.
Sweeps, mops, buffs, strips, and waxes floors.
Cleans rugs, carpets, upholstered furniture, and blinds.
Washes walls, ceilings, woodwork, windows, doors, and sills.
Removes graffiti, cleans glass areas.
Replaces light bulbs.
Sets up and breaks down chairs, tables and equipment in meeting rooms, and functional rooms.
Clears snow from entrances and walks, and spreads sand and ice melting chemicals.
Performs grounds-keeping duties, clears debris and maintains grounds.
Receives deliveries and assists in unloading trucks and storing supplies.
Delivers supplies and materials to classrooms, bathrooms and other areas of the building.
Empties wastebaskets; picks up and removes trash and assists in recycling program.

Additional Duties:  

Performs general cleaning, and repair work, particularly during school vacations.
Assists parents and other visitors to school buildings with special events and programs.
Performs other related tasks as assigned by supervisor.

Equipment
Uses hand tools of trade and related power equipment, including brooms, mops, floor cleaning and waxing machines, vacuum cleaners, snow blowers, shovels, power mower and hand tools.

Safety Requirements
Follows all applicable safety rules, procedures and regulations governing the proper use of tools and power equipment used in the performance of duties.
Wears appropriate safety gear, including masks.
Must comply with school district’s chemical hygiene program and follow MSDS sheets.

Travel Requirements
Occasional travel between schools, or between schools and central office, may be required.

Knowledge, Skills and Abilities

Ability to follow oral or written work orders from supervisor, and to coordinate work with principal and others.
Ability to read, write and speak English fluently.
Ability to describe orally or in writing cleaning, maintenance or repair problems as needed.
Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
Ability to add, subtract, multiply and divide all units of measure.
Ability to work in poor weather conditions, including heat, cold, rain, or snow.
Ability to work above ground from ladders and automatic lifts.
Ability to perform work according to standard procedures and schedule set forth by supervisor(s).
Physical and Mental Demands, Work HazardsWorks in standard office and school building environments.
Ability to work outdoors in inclement weather conditions.
Exposure to cleaning chemicals, solvents and contaminated trash, grasses, pollens, etc.

Special Education Paraprofessional, Functional – #5088

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About Spring Lake Park Schools:

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview:

A Functional Paraprofessional at Westwood Schools, helping support Specialists and Teachers guide students in grades 5-8 to create and carry out behavior plans for both Special Education and non-Special Education students.

Primary Responsibilities:

Duties of this job include, but are not limited to…

under the supervision of a Specialist, implementing behaviors plans customized and personalized for students to reinforce preferred behavior;
performing general data collection tasks for the purpose of progress monitoring student success;
having the ability and passion to work with students with emotional/behavior issues is essential;
working comfortably with students in individual, small group, and large group environments, in both general and special education settings;
working effectively with an interdisciplinary team, while having the ability to work independently;
working with school staff to provide behavior support to students in collaboration with teachers; and
participating in, and providing information for, team meetings related to student success and next actions.

Anticipated Openings 2022-2023, Special Education Positions – #5069

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About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview:

We anticipate openings in special education careers across our system including positions like – Special Education Paraprofessionals, Special Education Teachers, Behavior Specialists, Case Managers, and more. Share your interest today!

The successful candidate will be an individual who …

… firmly believes:

all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Anticipated Openings 2022-2023, Spanish Immersion Teachers – #5068

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About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview 
The successful candidate will be an individual who:

Speaks Spanish proficiently
Has experience with and is interested in language acquisition
Wants to work in a multi-lingual and multi-cultural school community
has a strong desire to work with students in grades K-6
is familiar with assessment for learning practices as well as how to provide appropriate interventions for students
has the ability to collaborate with their colleagues to discuss instruction and assessment to meet the needs of the students
possess a sense of responsibility for the learning of all of the students
has experience with technology strongly desired.

… firmly believes:

That bilingual and biliterate education prepares learners to succeed in a globally competitive and socially diverse society
all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success

Duties of this job include, but are not limited to:

teaching students in the area of grades K-6 General Education all subject areas in the target language of Spanish
assessing student learning and developing responses to learning
reporting and communicating to parents and families
engaging in professional development.