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Minnesota Association of School Administrators

Metro

Science Teacher (1.0 FTE Long Term Substitute)

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Join Our Team!

At Eastern Carver County Schools, we are committed to creating a school environment where everyone feels welcome, safe, and included, and where every child has access to the tools and opportunities they need to succeed. Our schools empower students to achieve their personal best, engage in lifelong learning, and be thoughtful and responsible citizens. All employees in our school district play an important role in ensuring this goal is achieved and we would love to have you join our team!

 

Science Teacher (Long Term Substitute)
Chaska Middle School East and Chaska Middle School West
For More Information contact: Mark Shoquist at [email protected]  or ALicia Fischer at [email protected]

Position Start Date: ASAP – June 6, 2025
FTE/Hours:  1.0 FTE  7:45 am – 3:45 pm
Responsible To:  Building Principal
License Required: 5-8 Science, 5-12 Biology, or 5-12 Physical Science license or any related field (math or secondary) issued from the Minnesota Professional Educator Licensing and Standards Board (PELSB), is eligible to obtain an Out of Field Permmission.

Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  teach five sections of 8th grade Physical Science

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

Application Procedure:  This position will remain open until filled. Application review process will be ongoing until filled. Please apply online at:  http://www.district112.org  (only online applications will be accepted).

All job offers from Eastern Carver County Schools are conditioned upon passing a pre-employment criminal background check and ISD 112 School Board approval. If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Special Education Teacher

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Why Work with Us?:
At Intermediate District 287, we are committed to fostering an inclusive and supportive environment for both students and staff. Here’s what makes our district special:

Trauma-Informed Approach: We prioritize understanding the impact of past trauma on student behaviors, creating a safe and supportive space to help each student thrive.
Comprehensive Support Services: Each school is equipped with a dedicated team, including School Social Workers, Psychologists, Counselors, Behavior Intervention Specialists, and Student Safety Coaches who are all working together to build meaningful relationships and support student success.
Small Class Sizes: We offer personalized attention in small classes, with an average of 6-8 students per class, ensuring every student receives the individualized care they deserve.
Commitment to Diversity: We value diverse perspectives and life experiences, and our strategic vision is focused on hiring and retaining racially diverse and racially conscious staff across all levels of our organization.
Salary & Benefits:

  • Salary is based on Local 2209 Salary Schedule A: $48,819 – $96,833 (depending on experience and education)
  • Tier 3 or 4 ASD or DCD license may be eligible for $3000 signing bonus!!
  • Generous Benefits including:
    • Low cost medical and dental insurance
    • District funded HRA account
    • Life insurance and long-term disability
    • Optional health care flexible spending account (FSA)
    • Optional dependent care flexible spending account (FSA)
    • Extensive wellness services that includes 6 free confidential counseling sessions
    • Retirement benefits through TRA & PERA
    • Optional 403b with district match
    • Paid time off
    • Mental Health benefits
    • Ongoing professional development

Teacher: English Language Learners (ELL)

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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.

Student Services Licensed Coordinator – Temporary

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Position Type: Administration-Licensed
Location: Educational Service Center
Closing date: Open until filled
Description: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. Coordinate the planning, program development, evaluation, and improvement of Student Services programming; implement the continuous program improvement process; ensure Student Services programming is conducted according to rules and regulations; supervise staff; make appropriate and equitable use of resources and technologies; implement the goals and objectives of the District and department for which employed; support District and department leaders implementation of program improvement plans; coordinate the development and delivery of system staff development; build capacity in staff to meet system-wide and department initiatives to ensure equitable achievement gains for scholars; initiate and sustain collaboration within and across departments, programs, and buildings to improve scholar achievement; coordinate and support in-person, synchronous, and asynchronous learning and services when applicable; participate in district and department leadership activities. Ability to be flexible with work hours to meet the needs of the district and department at the discretion of the supervisor.

Job Summary: The essential functions of this position include, but are not limited to, the following fundamental job duties:
Developing staff and/or individual capacity to apply technical/functional expertise for maximum impact; developing, implementing, and coordinating professional learning opportunities for department staff; providing guidance and work direction, when applicable, for support staff.
Creating and utilizing structures to ensure equitable hiring opportunities; exercising professional judgment regarding recommendation for employment, and coordinating hiring for direct reports.
Providing supervision to direct reports, including formative feedback and timely performance evaluations and/or demonstrating attention to quality enhancement by improving efficiencies and effectiveness in recordkeeping, workflow and compliance.
Leading the work of others; delegating tasks and authority appropriately and/or establishing procedures to guide system and departmental work; monitoring and demonstrating effective decision-making strategies in order to meet project deadlines.

Statement of duty/responsibility: Demonstrate Management Skills by:
Showing knowledge of resources aligned to instructional and program outcomes; showing knowledge of teacher professional resources to extend content knowledge and pedagogy; showing knowledge of and exercising professional judgment regarding implementation of high-quality instructional materials to ensure access to rigorous content and support scholars’ needs, engagement, and mastery.
Collaborating with department leaders to develop annual budgets; managing District and department resources equitably, effectively, and efficiently; collaborating with department leaders to develop tactical and strategic goals by analyzing program operational and strategic needs and resources (including; budget, personnel, time, facilities, materials) to ensure that expenditures are appropriate, meet objectives, and are within budget; making budget recommendations.
Knowing, understanding and ensuring compliance with federal, state, and local policies, rules, regulations, and guidelines including Board Policies.
Applying effective and equitable decision-making processes.
Analyzing scholars’ achievement data in order to make informed continuous improvement processes recommendations.
Studying and remaining current with research and trends in areas such as curriculum, instruction, digital learning, and assessment to ensure program improvements are aligned with research.
Identifying, planning, implementing, and analyzing staffs’ professional learning needs, using formal and informal staff assessment tools, that align with department and/or district strategic plans; developing, implementing, and coordinating professional learning opportunities for staff.
Collaborating and providing leadership for projects that integrate various district departments and/or outside agencies; collaborating with staff, community, and the Minnesota Department of Education on issues of mutual interest; coordinating work with other departments to influence the use of technology for scholars for learning.

Statement of duty/responsibility: Demonstrate Interpersonal Skills by:
Establishing and cultivating mutual respect and rapport including positive interactions with and among colleagues, scholars, guardians/caregivers, and community; consistently demonstrating knowledge and caring about individuals; demonstrating and applying appropriate cultural and developmental awareness in interactions with colleagues, scholars, guardians/caregivers, and community; recognizing and honoring the dignity, needs, and individual identity of colleagues, scholars, guardians/caregivers, and community.
Expressing ideas clearly in speaking and writing; communicating effectively in public; presenting to a variety of groups; encouraging frequent and open communication; maintaining accessibility and visibility in the organization; inviting suggestions and feedback.
Ensuring administration, colleagues, and community members are informed of the accomplishments, improvement areas, and the needs of department; implementing a communications plan related to program improvement; disseminating program information to scholars, guardians/caregivers, community, administrators, colleagues, and staff; responding to individuals with questions, concerns or requests for information; responding to external requests for information (ex: compile data and submit state and federal reports).
Actively seeking alliances with state agencies, other school districts, and professional and community based organizations in an effort to influence and improve the work of the department/program.
Perceiving the needs and concerns of others and providing appropriate support; resolving conflicts; demonstrating cultural responsiveness.

Statement of duty/responsibility: Demonstrate Professionalism by:
Showing commitment to own professional growth; reflecting on knowledge and practice through self-assessment; accurately assessing the effectiveness of own leadership and activities; citing specific examples, ideas, and means for areas of improvement; identify personal growth areas and independently seeking opportunities to develop and refine knowledge and practices; maintaining documentation of progress toward professional learning goals.
Managing work duties effectively; organizing and scheduling time commitments to meet demands of the job; meeting established timelines and deadlines; maintaining accurate, accessible, and clear department and content/program documentation and records.
Effectively initiating contact, communication, and collaboration with staff, colleagues, and administrators; providing timely, constructive, and substantive information about instructional programs in a culturally sensitive manner; seeking opportunities to develop relationships and engage scholars, guardians/caregivers, staff, colleagues, and community.
Cultivating and sustaining positive and productive relationships with colleagues; helping to identify challenges and taking positive action toward their solution; actively participating in a culture of professional inquiry to improve practice; participating in school, program/content, District and state meetings and events; supporting implementation of the District’s mission.
Remaining current regarding program/content knowledge and pedagogy; seeking collegial support and feedback; seeking knowledge regarding the scholars and community served and applying findings to program/content practice participating in professional organizations to enhance practice; providing leadership and support to colleagues.
Demonstrating professional demeanor; representing the district in a positive manner; establishing and maintaining a positive image with sites and community.
Consistently maintaining and modeling honesty, integrity, and confidentiality in interactions with staff, colleagues, scholars, guardians/caregivers, and community; inspiring trust by demonstrating competence, reliability, sincerity, and caring; demonstrating adaptability and flexibility; actively addressing scholars’ needs; advocating for scholars.

Statement of duty/responsibility: Perform other comparable duties of a like or similar nature as assigned.

Minimum Qualifications:
Licensed as a Director of Special Education in Minnesota.
Education: Commensurate with license requirements.
Minimum of three years experience in the field.
Preferred Qualifications:
Licensed as School Principal preferred.
Knowledge, Skills, and Abilities include:
Organizational, supervisory, and management abilities;
Communication skills including writing, speaking and listening;
Ability to work with parents, community groups and diverse local, regional and state agencies;
Ability to coordinate program implementation, develop program improvement, initiate action, render recommendations and evaluate programs;
Ability to organize time, set priorities;
Ability to apply principles of supervision in the evaluation of staff performance;
Ability to inform others in planning and decision making;
Ability to plan and carry out long range planning for in-service training and program improvement;
Ability to establish personal and department goals and manage work effectively;
Skills in problem solving.

Salary: View salary grids on Pages 3 – 4, Section 1. of the Licensed Coordinators agreement
Job type or FTE: Full-time – Temporary through June 30, 2025
Bargaining unit: Licensed Coordinators
Desired start date: ASAP

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Summer opportunities
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 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.

Purchasing Manager

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Position Type: Administration-Nonlicensed/Management I-M

Date Posted: 12/9/2024

Location: Educational Service Center

Closing Date:  until filled

The Purchasing Manager will inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by managing and administering district-wide purchasing activity to ensure application of legal requirements, Board Policy, and Administrative Procedures, and to develop and implement tools and processes for efficient requisitioning. The manager is responsible for supervising and coordinating purchasing workload, daily transactional operations, sourcing, and supervision of purchasing department staff.

Provide Strategic Leadership by:

Aligning function with mission and core values of the organization.
Acting as a leader in district and department initiatives and strategies; attending trainings and serving on task forces and committees.
Developing and communicating shared vision for areas of responsibility.
Planning and executing continuous improvement processes for areas of responsibility.
Developing plans related to district wide purchasing efficiencies with a lens on equitable contract procurement, compliance, and customer service.

Provide Performance Leadership by:

Developing staff and/or individual capacity to apply technical/functional expertise for maximum impact.
Recommending for employment and coordinating hiring for direct reports.
Providing supervision to direct reports, including formative feedback and timely performance evaluations and/or demonstrating attention to quality enhancement by improving efficiencies and effectiveness in document management, workflow, and compliance.
Leading the work of others; delegating tasks and authority appropriately and/or establishing procedures to guide system and departmental work; monitoring and demonstrating effective decision-making strategies in order to meet project deadlines.
Supervising purchasing Administrative Assistants (Buyers).
Holding team members accountable for timely, accurate, and compliant processing of all purchasing transactions.
Managing and prioritizing all purchase transactions.
Ensuring that transactions processed secure the right product, with the right price, at the right time, in the right way. (product, price, availability, and compliance)
Determining any skill gaps that may exist between the current staff and what will be needed in the future. Developing and implementing strategies to close those gaps.
Managing and facilitating requests for proposals and other solicitation processes.

Demonstrate Management Skills by:

Managing department resources effectively and efficiently.
Ensuring compliance with applicable policies, rules, and regulations.
Applying effective decision-making processes to problems or situations.
Identifying and recommending efficiencies and new opportunities within eFinancePLUS.
Planning and coordinating sourcing projects to result in pricing contracts for cost containment.
Managing workload by reviewing purchasing data, collaborating with buyers and other business services staff, analyzing purchasing processes, and making appropriate workload adjustments among direct reports.
Reviewing and approving p-card reconciliation.
Ensuring timely, accurate, and compliant purchasing transactions.
Determining purchasing deadlines and due dates each fiscal year for cost containment, timely receipt, and fiscal requirements.
Planning purchasing timelines and task assignments to align with district milestones, staffing, product availability, etc.
Ensuring compliant solicitation methods at all thresholds are met.
Determining purchasing methods and specific product types best for volume discounts, just-in-time, warehouse stock, or other.
Meeting with vendors, suppliers, contractors, etc. for negotiation, relationship building, understanding products and/or services.
Approving new vendors and vendors that need to be discontinued.
Determining, in collaboration with departments and colleagues, which products and/or services are approved, which vendor to use, and what pricing mechanism will be used.
Managing district-wide pricing contracts.
Assisting in the development of a reference tool (e.g. Master Catalog) to assist end-users in purchasing decisions and requisition tasks.
Sourcing vendors that align with procurement strategies of equitable contract procurement, cooperative purchasing, approved instructional products and equipment, and ability to align with Board Policy and District Administrative Procedures.
Recommending operational and budgetary adjustments.
Adjusting department work when justified by data analysis.
Collaborating with other departments to streamline processes of mutual interest

Demonstrate Interpersonal Skills by:

Expressing ideas clearly in speaking and writing and communicating effectively in public.
Encouraging frequent, open communication; maintain accessibility and visibility in the organization; invite suggestions and feedback.
Perceiving the needs and concerns of others and providing appropriate support; resolving conflicts; demonstrating cultural responsiveness.
Developing relationships with sites and purchasing department contacts.
Providing explanation of purchasing procedures, processes, and requirements in a professional and articulate manner.
Providing assistance to sites, departments, direct reports, and other department colleagues.
Collaborating with all purchasing department staff in a constructive manner that promotes a positive experience.
Recommend adjustments to the Administrative Procedure Manual’s purchasing related procedures.
Assisting supervisor in resolving complex problems.
Requesting feedback, monitoring, and adjusting processes.
Keeping supervisor informed at all times.
Liaising between vendors and sites.
Ensuring optimal communication and interface strategies with multiple stakeholders.

Demonstrate Professionalism by:

Demonstrating professional demeanor; maintaining confidentiality; representing the district in a positive manner; establishing and maintaining a positive image with sites and community.
Demonstrating commitment to own professional growth.
Inspiring trust by demonstrating competence, reliability, sincerity, and caring; demonstrating adaptability and flexibility.

Education Requirement:

Bachelor Degree

Degree / Major Field of Study:

Business Administration, Business Management, Operations Managements, Procurement or related field

Qualifications:

Knowledge of sourcing practices, inventory systems, purchasing laws and practices, and administering purchasing.
Knowledge of solicitation requirements related to bids, quotes, and proposals.
Knowledge of change management best practices.
Knowledge and experience in supervising, evaluating, coaching, and developing staff.
Knowledge of and skilled in applying supervisory best practices.
Advanced knowledge using Excel, and Google Docs/Sheets.
Ability to supervise staff by directing work, evaluating performance, coaching for improved outcome, and developing knowledge and skill.
Ability to analyze issues, assess concerns, and collaboratively problem solve.
Ability to communicate effectively, verbally and in writing.
Ability to organize and manage time effectively.
Ability to organize and retrieve data and information efficiently.
Ability to deduce information from data and apply rationale to decision making.
Ability to gain knowledge of school district organization, functions, and operations; understand the mission statement, goals, and philosophy as they impact the support functions and responsibilities of purchasing services

Work Experience:

Minimum five years of purchasing experience required, two years public procurement (preferred).
Two years supervisory experience required.

Salary range: Per contract – L1a;  $85,743 – $99,088 annually

Link to contracts: https://staff.district279.org/human-resources/contracts

Follow these steps to apply and submit an application online by:

Go to www.district279.org/careers
Click “View all job openings”
Choose job category or lookup position on the search bar
Review job description
Click on red “Apply” button top right corner next to JobID
Follow application instructions
When prompted for Referral Source, please select where you first saw Osseo Area Schools career opportunities. (Example: Facebook, LinkedIn, MinnesotaJobs, Handshake, MNASA, etc.)

Special Education Building Coordinator (SEBC-Elementary)

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Position Type:
Student Support Services

Location:
Educational Service Center

Closing Date:
Until Filled

Job Summary: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.  Provide instructional support to and develop capacity of special education staff, in collaboration with Student Service Coordinators, building administrators, teachers and other stakeholders, to meet system-wide and local school initiatives to ensure equitable student achievement gains; support the effective completion of due process for each scholar receiving special education services; provide strategic leadership support and collaboration to special education teachers and teams; support scholar engagement and ensure scholars receive education in the Least Restrictive Environment; monitor scholar progress and applying appropriate supports and interventions; make appropriate and equitable use of services, resources and technologies; implement the goals and objectives of the district, Student Services Department, and school for which employed; maintain contact and communication with staff, administrators, colleagues, scholars, and guardians/caregivers; collaborate within and across departments, programs, and sites; participate in district, building, and department leadership activities; provide in-person, synchronous, and asynchronous support when applicable. Ability to be flexible with work hours to meet the needs of the district, department, and /or program at the discretion of the supervisor.

Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview

Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position. Current site assignment include Rice Lake Elementary and Cedar Island Elementary (subject to change)

Special Education Building Coordinator (SEBC)

Minimum qualifications include:

Bachelor’s Degree required.
Experience in special education, preferably a minimum of five years; demonstrated leadership experience with adults.
Valid Minnesota special education license in appropriate field or valid license in a related service area, MN teaching license in appropriate field, OR a valid MN teaching license in another field and willing to obtain an Out of Field Permission.*
If not currently licensed, must be willing and eligible to apply for and receive a Tier 2 License.*

*Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional License

Preferred qualifications include:  Master’s Degree in Special Education preferred.
Bargaining unit: Teachers
Salary: View salary grid on the respective bargaining unit listed above, accessible via our Employee Contracts page
FTE: 1.0 – 196 Days/year assigned at the elementary level
Desired Start Date: January 2025

Osseo Area Schools offers:

Meaningful and impactful work
Opportunities to grow professionally
A variety of benefits
Mentorship programs for teachers and educational support professionals
Summer opportunities
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 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.