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Minnesota Association of School Administrators

Out-of-State

Special Education – Alternative Education Program/Self Contained Middle School Teacher

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The Green Bay Public School District is accepting applications for a special education teaching position in the middle school program at Dr. Rosa Minoka Hill School. The teacher chosen for this position must demonstrate a commitment to working with at-risk students with multiple learning levels. The candidate must have the ability to differentiate curriculum and instructional techniques and have a disposition to manage crisis and be flexible and willing to change plans quickly. The teacher must collaborate closely with all related service providers, both in district and out of the district, as well as monitor, assess, and adjust the program needs throughout the school year. Candidates should demonstrate an ability to work with challenging youth. The major mission for staff is to keep students engaged and in attendance.

The right candidate for this position will be able to apply their working knowledge of the Individuals with Disabilities Education Act (IDEA) as well as special education criteria, serve as a case manager on annual IEPs, three-year evaluations, etc. in collaboration with home school to ensure legal compliance. By attending weekly collaborative team meetings of alternative education programs to ensure IDEA compliance, communicate ideas for classroom management, assist with the management of student behavior and learning needs, and share information, the teacher for this position will ensure students with disabilities are college, career, and/or community ready. Are you ready to share your knowledge and talents with the Minoka team? Apply today!

Special Education-Cross Categorical Elementary Teacher

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The Green Bay Public School District is accepting applications for a special education teaching position in the elementary school program at Dr. Rosa Minoka Hill School. The teacher chosen for this position must demonstrate a commitment to working with at-risk students with multiple learning levels. The candidate must have the ability to differentiate curriculum and instructional techniques and have a disposition to manage crisis and be flexible and willing to change plans quickly. The teacher must collaborate closely with all related service providers, both in district and out of the district, as well as monitor, assess, and adjust the program needs throughout the school year. Candidates should demonstrate an ability to work with challenging youth.

 

Turn Around Middle School Principal

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The Green Bay Area Public School District’s mission is to educate all students to be college, career and community ready, inspired to succeed in our diverse world. District priorities are academic excellence, personalized pathways, engagement and a thriving workforce.

The Green Bay Area Public School District is actively searching for experienced school leaders who are passionately committed to improving educational options for urban students and who are prepared to take on the challenging work of systemic school change. The ideal candidate will have had successful experience creating strong school cultures and academic programs clearly focused on improving teaching practice and measurable student achievement gains. Successful candidates must demonstrate that they are instructionally strong, confident administrators who can provide decisive management and vigorous leadership through the change process.

The Middle School Turnaround Principal will have primary responsibility for establishing a school culture with a focus on student engagement, professional support for teachers, instructional practices that lead to dramatic academic progress, and measurable results.

The successful candidate will have:

  • A passionate belief in the capacity of all children to learn and succeed, and a sense of urgency about making that a reality for all students being served.
  • Demonstrated success in raising student achievement.
  • Experience working effectively with urban schools, students and families, and community partners to build student academic proficiency.
  • A deep understanding of the teaching and learning process and how to create high-performance learning environments.
  • A personal sense of accountability around student academic progress carried out through relentless professional development of staff and evaluation of teachers.
  • An ability to motivate faculty and help them use data to inform instructional decisions as partners, resulting in a learning-centered school culture.
  • Consensus building, strategic and collaborative management skills, including the ability to manage the complex turnaround process at the school building level.

Competencies Specific to the Successful Turnaround Principal:
In order to achieve dramatic change in a persistently struggling school, research suggests that a principal needs to demonstrate specific competencies and willingness to engage in specific action steps that are different from the work that would be done at an already high-performing school. The successful turnaround principal will:

  • Be driven to create a premier school and understand the concrete steps needed to get there.
  • Have the interpersonal skills to motivate and influence others to accomplish goals.
  • Exhibit self-confidence and resolve in decision-making and leadership.
  • Define both high-priority goals that get immediate results and a long-term strategy for success.
  • Be willing to make the changes needed that may be in opposition to the school’s cultural norms and existing practices.
  • Be a problem-solver who allows for an open exchange of data and results among staff.
  • Align human resources to school needs, setting high expectations and effectively managing all school employees to meet school goals.
  • Engage in constant personal learning, including the need to learn and adapt when faced with challenges and successes.
  • Exhibit relentless focus on student achievement in the face of challenges and obstacles.

 

School Audiologist

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CESA 11 (West-Central Wisconsin) is seeking applications for a full time Educational Audiologist to work in the CESA 11 School Districts.  The Educational Audiologist serves as an itinerant consultant to school districts, providing direct and indirect services.

Common Expectations:

-Projects a positive attitude and image to customers, partners, and the public.
-Possesses and demonstrates positive interpersonal communication skills.
-Pursues continuous professional improvement.
-Maintains confidentiality regarding internal matters of the Agency and complies with legal confidentiality requirements.
-Complies with Agency regulations, policies, procedures, practices, and administrative directives.
-Possesses strong organizational and time management skills.

Responsibilities:

-Participates in screenings of students with suspected hearing impairments.
-Provides evaluation reports for IEP teams and offers recommendations and attends meetings as needed.
-Orders, maintains and provides consultation regarding equipment and other assistive devices for students with hearing loss.
-Communicates and coordinates with parents, service providers and school districts.
-Provides staff development opportunities related to students with hearing loss.
-Attends all meetings scheduled by the Low Incidence Supervisor.
-Performs other duties as assigned.

Qualifications:

-Possesses a valid Audiologist License through the Department of Public Instruction and the State of Wisconsin Hearing and Speech Examining Board.
-Possesses a Certificate of Clinical Competence through the American Speech-Language-Hearing Association.
-Possesses a valid driver’s license.
-Ability to facilitate meetings and/or present information in a group setting.
-Ability to apply in-depth knowledge of special education record keeping, principles, practices, and procedures.
-Ability to apply in-depth knowledge of deaf and hard of hearing services and assistive listening devices.
-Ability to apply in-depth knowledge of current technology.
-Ability to establish effective working relationships with staff, other agencies and the public.
-Ability to analyze complicated special education needs and situations, and provide sound advice and recommendations.