MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The Houston Public Schools’ main office is in Houston, Minnesota. The school district has an approximate enrollment of 450 pre-kindergarten through grade twelve students. The District also hosts the Minnesota Virtual Academy (MNVA), an online school with approximately 2,500 students across the state.

School District Website: https://www.houston.k12.mn.us/

City Website:   https://houston.govoffice.com/

LEADERSHIP PROFILE: The Houston School Board seeks a superintendent who:

  • Acts with honesty and in an ethical manner with the School Board, staff, and community
  • Delegates authority while maintaining accountability
  • Works cooperatively with the School Board; provides options and recommendations
  • Develops trust and works collaboratively with diverse groups of stakeholders
  • Is a “people person” with proven abilities in human relations and communications
  • Develops and directs an effective leadership team
  • Has knowledge or experience with special education needs and/or a diverse student body
  • Possesses knowledge or experience in online education (not only distance learning)

Previous superintendent experience is preferred, but not required.

SALARY/CONTRACT: The current superintendent’s base salary for the 2020-2021 school year is $122,623. The final salary will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  March 31, 2021

APPLICATION PROCEDURE:
MSBA uses an online application process. Applicants begin the application process at https://mnmsba.myrevelus.com/. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on March 31, 2021, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “Houston Public Schools Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s transcript(s) (upon hire, official transcripts must be submitted to the school district).

Please contact with any questions:  Barb Dorn, MSBA Executive Search Team, [email protected], 800-324-4459, ext. 121 (MN only) or 507-508-5501 (cell).

The Minnesota School Boards Association is an equal opportunity search agency.

1.0 FTE Industrial Technology Instructor

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Are you looking to work for a great school and collaborate with other departments?  If so, Faribault High School is the place for you.   Faribault High School, is seeking passionate and exceptional teachers who will cultivate academic excellence within a supportive learning environment. Faribault High School runs on a 7 period day and follows the pathways program.  We currently have pathways in Agriculture, Manufacturing and Engineering, Automotive and other areas.  ISD 656 is a public school district in southern Minnesota, dedicated to developing lifelong learners prepared to succeed in an ever-changing world.  To learn more about Faribault Public Schools, visit our website at www.faribault.k12.mn.us

Special Notifications:
This is an exciting opportunity to become part of a highly successful technology program with a community that is technology driven.  ISD #656 has a growing program establishing student pathways in engineering, and manufacturing career fields as local and regional demands for skilled labor significantly increase. This position is responsible for industrial technology classes with the ability to develop and/or change curriculum.

 

Literacy Coach – Middle School

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Job Description:  Literacy Coach – at Middle School.  A literacy coach builds the capacity of Tier 1 (core) classroom teachers to close the literacy achievement gap by supporting teachers’ capacity to implement best practice instruction, increasing student engagement and improving student academic achievement.

This support will take place in a variety of ways:

1. Job Embedded Coaching and Professional Development.
Effective literacy coaches spend 80% of their time working directly with teachers to enhance teacher practice and improve student learning through coaching on evidence-based practices. They make effective use of their time by using a multi-faceted approach to coaching to carefully determine what types of coaching can be done effectively with large groups, small groups and individual teachers.

2. Instructional Literacy Leadership.
Effective literacy coaches are integral members of literacy leadership teams at the school and/or district level. Literacy coaches serve as literacy leaders within their schools by working with administrators and other teachers to establish a school-wide literacy vision, aligning instruction to state academic standards, analyzing data and helping teachers use the data to make decisions and developing assessments.

3. Collaboration.
The instructional coach teams with administrators, other coaches, the Family Literacy Specialist, and classroom teachers in a collaborative, reflective relationship to enhance instructional capacity and maximize student learning. On occasion, other teachers or specialists (like interventionists) may be included in professional learning teams, but the coach’s primary role is to support classroom teachers delivering core instruction using evidence-based practices. Coaching provides seamless teacher support from the learning of new content and practices through the implementation process.

Essential Duties and ResponsibilitiesUse a variety of strategies to establish rapport and trust with coaches
Provide comprehensive literacy coaching in evidence-based practices through action planning, co-planning, observing, modeling, and co-teaching that is differentiated to meet professional learning needs and non-evaluative
Apply principles of adult learning theory when working teachers
Provide grade level/team level professional development on evidence-based practices
Reflect on coaching practices and engage in continuous improvement to meet the diverse needs of teachers
Serve as a literacy leader on leadership team and school committees that focus on literacy and student achievement
Advocate for equity by collaborating with all stakeholders to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
Fulfill all MDE CLSD requirements

Academic Specialist

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Summary of Job Duties:  The Academic Specialist will work with students in their academic classes at Faribault High School.  The primary purpose of the Academic Specialist is to improve the academic achievement of students through interventions and check-ins.  Days will be spent working with students in our study halls, media center, or virtually.  This person will be expected to work with families of students and be able to reach out to our Distance Learning students and families.

PT or FT School Psychologist

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Zumbro Education District (ZED) #6012 is an education district made up of seven member districts that offers among other things special education services and special education itinerant staff. The ZED School Psychologist is employed by ZED but housed at an assigned member district. Job duties include but not limited to: conduct/interpret assessments and attend evaluation results meetings, consult with school personnel regarding student issues with cognitive/behavioral regulation, participate on in-building problem-solving teams, interpret educational data to make informed decisions on interventions.