MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Elementary Head Principal

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Additional Information:
This principal position oversees both the Franklin Elementary and Montessori at Franklin educational programs.

The Elementary Principal leads the delivery of educational programs, operations, personnel, and financial resources within the building to ensure that District policies are followed, District and state standards are achieved, and that the educational needs of all students are met.

Job Summary: Fosters high student achievement and provides learning experiences which help all students meet or exceed the Minnesota standards.
Develops a safe and welcoming learning environment where all individuals are respected.
Collaborates with building and District personnel to implement curriculum and instructional programs that support learning opportunities for all students.
Coordinates the involvement of various building stakeholders–staff, parents/guardians, students–in the development and implementation of policies that enhance opportunities for students.
Conducts classroom observations and evaluates the effectiveness of staff.
Develops building processes and procedures dealing with student learning and behavior.
Develops and administers the approved building budget and staffing.
Makes decisions relating to human resources within the building, including but not limited to hiring, discipline, training and development, performance appraisal, and related activities.
Is an integral member of the District leadership team, serving on building, district, and community committees.
Develops and directs the preparation of building emergency procedures and responses with District personnel.
Supports the maintenance and improvement of the school plant, facilities, and equipment.
Monitors the completion of reports, records, and communications required by the District and State.
Performs other duties as apparent or assigned.

Senior High School Head Principal

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The High School Principal leads the delivery of educational programs, operations, personnel, and financial resources within the building to ensure that District policies are followed, District and state standards are achieved, and that the educational needs of all students are met.

Job Summary:Fosters high student achievement and provides learning experiences which help all students meet or exceed the Minnesota standards.
Develops a safe and welcoming learning environment where all individuals are respected.
Collaborates with building and District personnel to implement curriculum and instructional programs that support learning opportunities for all students.
Coordinates the involvement of various building stakeholders–staff, parents/guardians, students–in the development and implementation of policies that enhance opportunities for students.
Conducts classroom observations and evaluates the effectiveness of staff.
Develops building processes and procedures dealing with student learning and behavior.
Develops and administers the approved building budget and staffing.
Makes decisions relating to human resources within the building, including but not limited to hiring, discipline, training and development, performance appraisal, and related activities.
Is an integral member of the District leadership team, serving on building, district, and community committees.
Develops and directs the preparation of building emergency procedures and responses with District personnel.
Supports the maintenance and improvement of the school plant, facilities, and equipment.
Monitors the completion of reports, records, and communications required by the District and State.
Performs other duties as apparent or assigned.

School Psychologist – Spring Grove School & Mabel-Canton School (SY 2019-2020)

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Knowledge, Skills and Abilities:

Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.

Knowledge of differentiated instruction based upon student learning styles.

Knowledge of data information systems, data analysis and the formulation of action plans.

Ability to use computer network system and software applications as needed.

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.

Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements.

Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices.

Physical and Mental Demands, Work Hazards:
Works in standard office setting. This position will also work in school building environments.

School Psychologist – La Crescent-Hokah School District (SY 2020-2021)

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RESPONSIBILITIES (include but not limited to):

Conducts psychological assessments; evaluates students for special education/section 504 needs, educational skills, social skills and emotional status

Designs and facilitates programs for children at-risk for failure within the typical learning environment

Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues.

Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child

Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs

Conduct Functional Behavioral Assessments and create Behavior Intervention Plans

Provide leadership to staff and administration in the areas of Multi-Tier Systems of support (MTSS) and Positive

Behavior Interventions and Supports (PBIS)

Facilitate data-team (screening/progress monitoring) and child-study team (individual problem-solving) meetings

Performs other related tasks as assigned by the Director of Special Education, building Principal and other administrators.

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.

Knowledge of differentiated instruction based upon student learning styles.

Knowledge of data information systems, data analysis and the formulation of action plans.

Ability to use computer network system and software applications as needed.

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.

Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements.

Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices.

TRAVEL REQUIREMENTS:
Travel between School Districts required.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS:
Works in standard office and school building environments.

School Psychologist – Spring Grove School District & Mabel-Canton School District (SY 2020-2021)

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RESPONSIBILITIES (include but not limited to):

Conducts psychological assessments; evaluates students for special education/section 504 needs, educational skills, social skills and emotional status

Designs and facilitates programs for children at-risk for failure within the typical learning environment

Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues.

Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child

Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs

Conduct Functional Behavioral Assessments and create Behavior Intervention Plans

Provide leadership to staff and administration in the areas of Multi-Tier Systems of support (MTSS) and Positive

Behavior Interventions and Supports (PBIS)

Facilitate data-team (screening/progress monitoring) and child-study team (individual problem-solving) meetings

Performs other related tasks as assigned by the Director of Special Education, building Principal and other administrators.

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.

Knowledge of differentiated instruction based upon student learning styles.

Knowledge of data information systems, data analysis and the formulation of action plans.

Ability to use computer network system and software applications as needed.

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.

Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements

Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices

TRAVEL REQUIREMENTS:
Travel between School Districts required.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS:
Works in standard office and school building environments.