MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Assistant Principal – Middle School

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Position Overview:  The Assistant Principal will assist the Principal as the educational leader for the students, staff and parents of the school in accordance with district philosophy, policies, educational goals and practices and within existing Minnesota Statutes.

Schedule:  This position is a 12-month full time position starting July 1, 2022.

The successful candidate will be an individual who firmly believes …In the value of diversity and inclusion in enriching the educational experience of all students.

  • All students feel valued and have a sense of belonging.
  • All learners have the right to a quality education.
  • All learners have the ability to learn and attain self-fulfillment.
  • All learners need the strategies and tools necessary to strive toward becoming responsible, independent and productive members of society.

Essential Job Functions:

  • Assist with the daily operation and student learning of Fridley Middle School
  • Assist the Principal with staff evaluation process
  • Build master schedule and prepare registration materials
  • Maintain a system of communication with parents, staff and students and keep Principal and Superintendent informed of activities and events in the school
  • Oversee the development of, and directly implement student discipline policies
  • Administer actions directed at maintaining and fostering growth in responsible student behavior to provide school climate conducive to academic growth

Knowledge, Skills and Abilities:

  • Experience working with diverse students and staff
  • Strong planning and organizational skills
  • Demonstrated skill in communicating effectively and building relationships across the organization as well as with students, staff and community members
  • Ability to effectively collaborate with a team
  • Demonstrated skill in managing multiple priorities in a fast-paced setting

Black, Indigenous, and People of Color (BIPOC), women, and LGBTQ+ candidates are strongly encouraged to apply. Fridley Public Schools recognizes and values the importance of diversity and inclusion in enriching the employment experience of its employees and in supporting our academic mission.  Fridley Public Schools is committed to attracting and retaining employees with varying identities and backgrounds.

Director of Finance and Operations

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Job Title:  Director of Finance and Operations

Job Summary:  The Director of Finance and Operations services as the Chief Financial Officer for the District and is responsible for managing financial affairs, directs all matters related to general business practices and has overall responsibility for all operational support programs.

  • Develops short-term and long-term financial goals for the district, regular financial forecasts, and other financial reports for internal and external use by the District
  • Directs, plans and coordinates the District’s budget planning, development and implementation process
    Plan, organize, coordinate and direct the District’s purchasing, contracting, risk management, and related functions.
  • Provides strategic leadership through integrated practices for the finance and other operational departments
    Provides technical financial advice and counsel to directors, supervisors, superintendent and school board on all financial matters.
  • Serves as a key member of the District negotiating team in collective bargaining, providing financial advice and strategic planning toward district objectives.
  • Oversees the essential business/finance department functions including accounting, student enrollment, payroll, purchasing, as well as the following operational departments: transportation, food service, and maintenance and operations.
  • Assumes other duties that may be assigned by the Superintendent.

Teacher- Math

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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.

Girls Golf Coach, B-Squad – #5163

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Season Dates:  March 21, 2022 – June 15, 2022

Duties:  This position will work specifically to assist the girls golf program.  You will, in conjunction with the head coach, supervise and organize practices for the high school program.  In addition, you will be required to supervise/coach the golfers at meets.  Applicants must be able to adjust work schedule for practices and meets.

 

Behavior Paraprofessional – #5150

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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 Behavior Paraprofessional at Northpoint Elementary School, helping to support Behavior Specialist teachers and students in grades K-4 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 Behavior 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.

Behavior Paraprofessional – #5142

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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 Behavior Paraprofessional at Centerview Elementary School, helping to support Behavior Specialist teachers and students in grades K-4 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 Behavior 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.