MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Student Services Accounting Specialist

by

Position Type: Hourly Technical

Location: Educational Service Center

Closing Date: Until Filled

Apply Today.

General Purpose of Job: Under the direction of the Accountant, Student Services, the Student Services Specialist is the project manager for district-wide initiatives including, but not limited to, electronic payment systems, on-line forms; conducts research and development on financial analytics, future trends, and makes recommendations relating to compliance and best practices. The Student Services Specialist designs workflow and functional strategies to increase departmental efficiency and effectiveness.  This position oversees the coordinating, leading, and training of district employees in the Student Services operations in accordance with federal and state guidelines, and applicable legal parameters and requirements. Also, this position independently performs complex specialized functions related to accounting tasks, while maintaining the integrity of the Student Services Department.

Responsibilities and tasks include:

Provides training, and support to district staff and administration for a variety of customized and standard office software and database applications.
Designs, develops, manages, and supports custom database/software applications.
Design and generate customized reports and data files as necessary to meet the needs of the district and building administrators and staff, both verification and informational.
Coordinate work associated with software implementations.
Research and resolve complex and emerging issues.
Coordinate the internal development and documentation of system workflow.
Ensure optimal communication and interface strategies with multiple stakeholders.
Improves processes and accounting systems including implementation and training of department staff and other users.
Determine training needs and conduct training.
Ensure project success by applying best practice tools and techniques.
Develop project timeline and hold team members accountable for meeting deadlines.
Provide verification and validation in support of new grant applications.
Develop training implementation plan, system feedback, monitoring, and adjustments.
Improves processes and accounting systems including implementation and training of department staff and other users.
Determine training needs and conduct training.
Ensure project success by applying best practice tools and techniques.
Develop project timeline and hold team members accountable for meeting deadlines.
Provide verification and validation in support of new grant applications.
Develop training implementation plan, system feedback, monitoring, and adjustments.
Responsible for developing, maintaining, and revising documentation of agreed upon department practices and procedures.
Serve as a liaison between department and other stakeholder groups to coordinate the required flow of information and documentation.
Manage problem resolution as needed, resolve problems or complaints, and assist Accountant, Student Services in resolving complex problems.
Act as liaison between all stakeholder groups and Student Services team regarding system upgrades and enhancements.
Provide training. instruction, and support to department users, including new software releases.
Update users on new and existing systems features.
Maintains written communication for clarity and verification of system and other supported software implementation.
Ensure system efficiency and optimization.
Request valid codes be set up for financial (UFARS) codes as needed.
Year-end accounting entries – development of various financial analysis.
Coordinate month-end financial reports to budget managers.
Continuously monitor integrity of Student Services data flows throughout the operating system.
Performs internal audits to ensure data accuracy and validity.
Provide recommendations for improvement of current accounting methodologies and practices.
Keep current on trends or skills required of the work by tending training sessions, conferences, workshops, and seminars.
Develop plans and initiatives relating to new process requirements and opportunities.

Minimum qualifications include: Associate’s degree or a two-year college or technical school certification or degree with emphasis in accounting, business administration, accounting or a closely related field and/or 5 years of professional accounting work experience of a like nature.

Knowledge, skills, and abilities include:

Knowledgeable in providing support and advice to administrators and other employees in accounting policies, procedures, state and federal requirements and regulations and accounting issues/actions.
UFARS accounting practices and requirements.
Enhanced knowledge of school district organization, functions, and operations; understand mission statement, and goals.
Understanding of accounting functions and district operations as they pertain to accounting processing.
Enhanced knowledge of the operation and applications used in maintaining accounting records, record retention, database maintenance requirements, compliance reporting, and administrative requirements pertaining to accounting programs and objectives.
Ability to work in a fast-paced, high volume processing environment, significant attention to detail and accuracy, as well as strong verbal and written communication skills.
Able to collaborate and consult with both internal and external stakeholders
Excellent computer skills in Microsoft products, specifically Excel and ability to learn new program applications quickly.
Demonstrated skills in accounting information system database management and recordkeeping.
Excellent interpersonal and coaching skills; ability to work collaboratively with others.
Evidence of understanding in working with data and issues that need a high level of confidentiality.
Excellent organizational skills.
Effective business analytics skills and techniques.
Ability to interpret and apply complex laws, rules, policies, and regulations.
Perform work assignments requiring attention to detail, precision and accuracy and in accordance with set deadlines under minimal direction and supervision.
Principles of mathematics, including the ability to add, subtract, multiply and divide using decimals, percentages and fractions; ability to solve basic algebraic equations.
Bargaining unit: Hourly Technical
Salary:  View salary grids for Classification 5 of the Hourly Technical Contract; Salary range: $24.40 – $31.48
Work schedule: Employees working 40 hours per week, 52 weeks, less 12 paid holidays
Job type or FTE: Full-time
Desired start date: Aug 1, 2024

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
and more

Equal Employment Opportunity Statement:
Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.
Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.

Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.

Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at [email protected] or call 763-391-7007.

Background Check Process Upon Conditional Offer:
Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.

Apply Today.

Special Education Paraeducator

by

Make a difference in a student’s life!  Join District 622 as a paraeducator.

Responsibilities:

  • Assist in the instruction of students by providing support and practical training to students in various subject matters
  • Provide assistance to the teacher by performing such duties as: Implementing instructional plans and assisting with the adaptation/modification of the curriculum as directed by the teacher
    • Preparing class schedules
    • Organizing learning materials
    • Assisting with classroom activities
  • Assist educational staff in performing duties to meet the specific needs of students including, but not limited to:
    • Redirecting inappropriate behaviors of students in classrooms
    • Preparing food for and/or feeding students
    • Assisting in the physical movement of students
    • Diapering and toileting students
    • Escorting students to vocational training jobs
    • Chaperoning student community outings
    • Supervising students during bus loading and unloading
  • Promote a safe and productive learning environment for students, ensuring that student needs are met by communicating with other staff about student needs
  • Monitor and document the educational progress of students by performing evaluations of student progress and needs
  • Record data pertaining to Individual Educational Plans (IEPs)
  • Maintain confidentiality regarding students and the educational setting at all times
  • Other related duties as assigned

Physical Education/Health Teacher – (Part-Time .5 FTE)

by

Position:  Physical Education and Health Teacher
Work Schedule:  .50 FTE Part-time, 11:20am – 2:25pm, Monday-Friday, 186 duty days (Possible additional hours as a building sub teacher)
Start Date: August 26, 2024
Pay: Steps and lanes are in accordance with the teacher labor agreement
Benefits:   Medical, dental, life insurance and other benefits as outlined in teacher summary of benefits

Required Qualifications:

– Current MN teaching license in physical education and health for grades 5-12
– Skilled in culturally responsive teaching
– Skilled in effective communication
– Skilled at learning strategies- using multiple approaches when learning or teaching new things.
– Skilled at active listening- listening to what other people are saying and asking questions as appropriate.
– Skilled in social perceptiveness—being aware of others’ reactions and understanding why they react the way they do
– Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual plans, and test design principles.
– Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
– Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders.
– Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications.

Responsibilities:

– Communicate and collaborate with professional staff in an effort to determine and coordinate standardized curriculum and testing/ assessment designs .e.g. design and assess student learning K-12; design scope and sequence K-12; design and coordinate within a department
– Create, formulate, develop, and implement instructional objectives
– Create, formulate, develop and implement instructional activities
– Conduct classroom instruction/individual tutoring/counseling based on teacher created lesson plans, instructional units and/or individual needs: assess student performance to determine need for re-instruction alternated method and grades; create a supportive learning environment by using appropriate verbal and non-verbal reinforcing techniques ; prioritize tasks to enable the efficient use of time; determine potentially harmful situations and take steps to avoid exposure of the student to this; provide time for students to relearn
– On-going evaluation of student abilities/ health status to determine needs and to adapt appropriate response and to assist with educational/career/personal planning
– Diagnose, summarize, and interpret student strengths/weaknesses/problems for reports to parents and other school personnel
– Respond to student needs: may provide information and guidance to students regarding educational/ career options, resources, and preparation; may address personal/health concerns as presented or refer students to other professionals as appropriate; may serve as student advocate in presenting student and professional concerns to parents/staff/administration/public; may serve as liaison between district and community agencies serving youth
– Build credibility with staff, students, parents,, and community by: relating to people from all social, economic, racial, religious, or educational backgrounds; demonstrating professional competency through content taught and teaching methods used

– Assess, plan, and initiate public relations activities which improve communications and perceptions by the community
– Assess, plan, and participate in in-service training and/or develops/implements in-service for other staff

Special Education ASD CBP Teacher for the 2024-2025 School Year

by

Position Summary:

  • Provide academic and goal-based learning experiences that enhance student progress across all settings.

 

Primary Job Functions:

  • Contribute to and participate in the building student support teams.
  • Serve as an IEP/IFSP case manager.
  • Work as a team member in staffings.  Facilitate team meetings to review student progress and develop IEP/IFSP as related to student needs.
  • Plan and implement appropriate educational programs for individuals.
  • Implement educational plans as describe on individual IEP/IIIP/IFSP and provide information for building staff as needed.
  • Maintain appropriate records and reports.  Collect data on progress on goals and objectives for each student and meet all required timelines.
  • Develop, coordinate, and evaluate transition related experiences for students, if applicable.
  • Provide work direction to paraprofessional staff members.
  • Communicate effectively with students, families, educators, and administrators regarding student programs and progress.
  • Collaborate with students, families, related service providers, outside agencies, and other team members to promote growth of each student.
  • Work cooperatively with general education teachers and staff and provide building consultation, support and training as needed.
  • Create and maintain a professional working relationship with families and staff.
  • Obtain and demonstrate knowledge of general education curriculum including the grade level outcomes and state standards.
  • Conduct assessments, comprehensive report results, and follow Minnesota state criteria in area(s) of special education eligibility as well as mandated timelines.
  • Determine and complete purchase orders for supplies, materials, and equipment based on student needs.
  • Participate in building and District level professional development activities.
  • Understand and maintain boundaries and confidentiality with students, families and staff.
  • Perform all other duties and responsibilities in certification areas as directed by the Director of Special Services and/or the Building Principal.
  • Other duties as assigned.

Special Education ASD CBP Teacher for the 2024-2025 School Year

by

Position Summary:

  • Provide academic and goal-based learning experiences that enhance student progress across all settings.

 

Primary Job Functions:

  • Contribute to and participate in the building student support teams.
  • Serve as an IEP/IFSP case manager.
  • Work as a team member in staffings.  Facilitate team meetings to review student progress and develop IEP/IFSP as related to student needs.
  • Plan and implement appropriate educational programs for individuals.
  • Implement educational plans as describe on individual IEP/IIIP/IFSP and provide information for building staff as needed.
  • Maintain appropriate records and reports.  Collect data on progress on goals and objectives for each student and meet all required timelines.
  • Develop, coordinate, and evaluate transition related experiences for students, if applicable.
  • Provide work direction to paraprofessional staff members.
  • Communicate effectively with students, families, educators, and administrators regarding student programs and progress.
  • Collaborate with students, families, related service providers, outside agencies, and other team members to promote growth of each student.
  • Work cooperatively with general education teachers and staff and provide building consultation, support and training as needed.
  • Create and maintain a professional working relationship with families and staff.
  • Obtain and demonstrate knowledge of general education curriculum including the grade level outcomes and state standards.
  • Conduct assessments, comprehensive report results, and follow Minnesota state criteria in area(s) of special education eligibility as well as mandated timelines.
  • Determine and complete purchase orders for supplies, materials, and equipment based on student needs.
  • Participate in building and District level professional development activities.
  • Understand and maintain boundaries and confidentiality with students, families and staff.
  • Perform all other duties and responsibilities in certification areas as directed by the Director of Special Services and/or the Building Principal.
  • Other duties as assigned.

English Language Arts Teacher

by

  • 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