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Minnesota Association of School Administrators

Metro

Executive Director of Student Support Services

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The Executive Director of Student Support Services leads the district’s efforts in providing high-quality support services to students, ensuring that their academic, emotional, social, and health needs are met. This position oversees the planning, coordination, and evaluation of services such as special education, school counseling, health and wellness programs, behavioral interventions, and other initiatives that support student success. The Executive Director works collaboratively with district and school administrators, parents, and community partners to create inclusive and equitable learning environments for all students.

DUTIES AND RESPONSIBILITIES:
1. Leadership and Program Oversight
Lead and manage district-wide student support services, including special education, counseling, nursing, mental health services, behavioral interventions, and related programs.
Ensure that all programs align with district goals, state and federal regulations, and best practices in student support.
Collaborate with school administrators and staff to implement and monitor support services at the school level.
2. Special Education Management
Oversee the district’s special education programs, ensuring compliance with state and federal laws, including the Individuals with Disabilities Education Act (IDEA).
Ensure that individualized education programs (IEPs) are effectively developed and implemented for students with disabilities.
Provide leadership and support for special education staff, including teachers, paraprofessionals, and related service providers.
3. Student Mental Health and Wellness
Develop and implement programs that promote student mental health and emotional well-being.
Supervise school counseling and mental health professionals to ensure students have access to appropriate services, including crisis intervention, mental health counseling, and social-emotional learning programs.
Work with community health agencies and partners to expand resources and services for students.
4. Health Services and School Nursing
Oversee the district’s health services programs, including school nursing and wellness education.
Ensure compliance with state health regulations and district policies related to student health, immunizations, and wellness.
Develop and implement health promotion initiatives and preventive health measures for students and staff.
5.  Equity and Access
Ensure that student support services are delivered equitably across the district and meet the needs of all students, regardless of background or ability.
Promote inclusion, diversity, and culturally responsive practices within all support services.
Lead efforts to identify and address disparities in access to support services, particularly for marginalized or underserved student populations.
6.  Collaboration with Stakeholders
Build strong relationships with parents, guardians, community organizations, and other external partners to enhance student support services.
Serve as the district’s primary point of contact for student support services, communicating with stakeholders about services, programs, and policies.
Provide training and professional development for school staff to ensure they are equipped to meet the diverse needs of students.
7. Data-Driven Decision Making
Collect and analyze data on student outcomes, service utilization, and program effectiveness to inform decisions and drive continuous improvement.
Monitor key performance indicators related to student well-being, behavior, academic support, and other critical areas.
Report regularly to the Superintendent and School Board on the effectiveness of student support services and recommend improvements.
8. Crisis and Emergency Management
Coordinate the district’s response to student-related crises, including mental health emergencies, behavioral incidents, and other critical situations.
Develop and implement district-wide policies and procedures for managing student crises and ensuring student safety.
Provide guidance and support to school leaders in handling complex student issues and emergencies.

SKILLS AND COMPETENCIES:
Strong leadership and management skills, with a focus on supporting student well-being and success.
Expertise in special education, mental health, and student support services.
Deep understanding of state and federal regulations related to special education and school desegregation and integration.
Excellent communication and interpersonal skills, with the ability to engage various stakeholders, including parents, staff, and community partners.
Data-driven decision-making abilities, with strong organizational and analytical skills.
Commitment to excellence in public education.
Strong problem-solving, crisis management, and conflict resolution abilities.

PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT:
This position requires regular travel between schools and district offices.
Must be able to work extended hours, including evenings and weekends, as needed.

Salary:   $170,601 to $207,388 DOQ, plus excellent benefits package, including up to 10% annual performance pay.

Start Date:  7/1/25.

How to apply:
All Applicants must complete the Anoka-Hennepin Schools online application at www.ahschools.us/jobs
Applicants must also attach a letter of application/cover letter and a current resume describing qualifications for this position.

Executive Director of Learning and Achievement

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The Executive Director of Learning and Achievement provides visionary leadership to shape and implement instructional strategies that enhance teaching quality and student learning outcomes. This role oversees curriculum design, professional development, instructional innovation, and the integration of best practices across the organization. The Executive Director ensures that all teaching initiatives align with organizational goals and meet rigorous educational standards.

DUTIES AND RESPONSIBILITIES:
1. Strategic Leadership
Develop and execute a strategic vision for teaching and learning that aligns with organizational priorities.
Establish and monitor goals for instructional excellence and continuous improvement.
Provide leadership on innovative approaches to teaching, curriculum design, and instructional technologies.
2. Curriculum and Instruction Oversight
Oversee the development, implementation, and evaluation of curricula to ensure alignment with state and national standards.
Lead initiatives to embed first best instruction and inclusive pedagogy.
Ensure that instructional programs address the needs of diverse learners, including gifted and multilingual learners.
3.  Professional Development
Design and implement professional development programs for teachers, administrators, and instructional staff.
Support educators with resources, tools, and coaching to foster excellence in teaching.
Build capacity for leadership among instructional staff through mentorship and training opportunities.
4. Data-Driven Decision Making
Utilize data to assess instructional effectiveness and drive improvements in teaching practices.
Analyze student performance metrics and use findings to inform curriculum adjustments and professional learning needs.
Ensure accountability for achieving measurable learning outcomes.
Report regularly to the Superintendent and School Board on the effectiveness of student learning and achievement and recommend improvements.
5. Collaboration and Stakeholder Engagement
Collaborate with school leaders, teachers, and community stakeholders to identify needs and set priorities for teaching and learning, including rigorous academic standards, student achievement goals, and district assessments.
Foster partnerships with educational organizations, universities, and other entities to support instructional goals.
Serve as an advocate for educational equity and excellence in teaching across the organization.
Facilitate federal program grants with nonpublic institutions.
6. Operational and Budget Management
Oversee budgets related to curriculum, staff development, and instructional programs.
Allocate resources effectively to support teaching and learning initiatives.
Manage personnel within the learning and achievement department, including hiring, professional development, and performance management.  Directly supervises director of assessment and achievement, learning and achievement coordinators, and clerical staff.

SKILLS AND COMPETENCIES:
Deep knowledge of curriculum standards, instructional design, and assessment practices.
Strong leadership and project management abilities.
Expertise in data analysis and using results to inform decision-making.
Excellent communication, interpersonal, and collaborative skills.
Ability to facilitate meetings and lead stakeholder engagement processes.
Commitment to excellence in public education.

Salary:   $170,601 to $207,388 DOQ, plus excellent benefits package, including up to 10% annual performance pay.

Start Date:  7/1/25.

How to apply:
All Applicants must complete the Anoka-Hennepin Schools online application at www.ahschools.us/jobs
Applicants must also attach a letter of application/cover letter and a current resume describing qualifications for this position.

Teacher: Family and Consumer Science

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Hudson School District is searching for a versatile middle school educator with a passion for teaching adolescents, particularly in areas that blend life skills and academic learning.

FTE: 1.0

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.

Teacher: Art

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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.

LTS 2nd Grade Teacher

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Category: Elementary School Teaching/Primary – Grades 1, 2, 3
Date Posted: 11/26/2024
Location: Pinecrest Elementary

LTS Elementary Classroom Teacher – 2nd Grade

Position Purpose
Under the general supervision of the School Principal, to facilitate student success and growth in academic and interpersonal skills through implementing district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc.

Anticipated Dates: Jan. 15, 2025 – April 8, 2025

Compensation and Benefits:  $250.78 per day Per the Ed MN Hastings – Teachers Master Agreement (see pg. 15 – Short-Term Substitute Teachers)

Essential FunctionsDevelops and administers school elementary curriculum consistent with school district goals and objectives.
Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
Develops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instruction
Conducts ongoing assessment of student learning, and modifies instructional methods to fit individual student’s needs, including students with special needs; conducts individual and small group instruction as needed.
Instructs students in the principles of responsible citizenship and other subject matters specified in applicable laws, as well as administrative regulations and procedures of the c school system.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
Encourages parental involvement in students’ education and ensures effective communication with students and parents.
Ensures that student conduct conforms with the school’s standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
Coordinates with other elementary professional staff members, especially within grade level, to evaluate and assess curriculum, and participates in faculty meetings and committees.
Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.
Supervises students in activities that take place out of the classroom during the school day, including activities involving school transportation.
Administers standardized tests in accordance with District testing programs.

Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note:    The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements
Travels to school district buildings and professional meetings as required.

Knowledge, Skills and AbilitiesKnowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network system and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position.

Qualifications ProfileMN State Certification as an Elementary Teacher
EducationBachelors from an accredited college or university in Elementary Education or related discipline applicable to teaching assignment.
Masters Degree in related area preferred.
Experience
Successful prior teaching experience for the appropriate grade levels a plus.

FLSA Status:       Exempt

Special Education Teacher – Center Based Classroom (Available 1/2/2025)

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Position Title:  Special Education Teacher, Center-based Classroom (Available 1/2/2025)

Assignment:  LEAP (Centerbased Classroom) at McAuliffe Elementary School

FTE: 1.0

Compensation: Ed MN Hastings – Teachers Master Agreement

Qualifications:

Minnesota licensure in Developmental Disabilities (DD), Autism Spectrum Disorder (ASD), or Academic Behavior Strategist (ABS) is preferred
Experience and knowledge of writing, monitoring, and implementing IEPs
Experience in developing and implementing a variety of behavior strategies and interventions for effective programming
Certification in Crisis Prevention Intervention (CPI) preferred, training provided by the district if needed.
Competencies:

Must possess knowledge of MN standards and options for achieving those standards
Must possess strong written and verbal communication skills to parents, students, staff, and administrators
Ability to work with a team of professionals to meet the needs of students
Ability to collaborate with and provide direction to paraprofessionals
Proficient in meeting deadlines and managing daily record keeping
Conduct assessments as part of the special education evaluation process: academic, observations, and Functional Behavioral Assessment.
Understand and implement the varying learning styles and the needs of a diverse student population
Develop and implement positive behavior and social skills curriculum
Performs other related duties as assigned
Application Procedure:

Apply online at www.hastings.k12.mn.us

If you have questions, contact Jill Petersen, Director of Special Services, [email protected] or 651-480-7008