MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Special Education Teachers: Resource Room Teacher

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JOB ID: 4625  – Special Education Teachers: Resource Room Teacher – Full-time, temporary position beginning ASAP- 6/10/2025.

Location: Bridgewater

Scheduled days/hours: Monday-Friday from 7:35 a.m. to 3:35 p.m.

Qualifications:
One or more of the following Minnesota Department of Teaching licenses: Academic Behavior Specialist, Autism Spectrum Disorder, Emotional Behavioral Disabilities, Specific Learning Disabilities, Development Disabilities, multiple licenses preferred.

Pay Rate/Range:  NEA Agreement BA1 -$55,441 – MA40-$91,619. Base pay DOQ  – Subject to change upon the settlement of the 25-27 NEA Agreement.

Compensation/Benefits/Perks:
Comprehensive and affordable benefits package including:
Medical. Dental. Vision.
Life/AD&D, and Long-Term Disability Coverage.
403 (b) Plan and District Match
District Paid Life Insurance
$1,000 National Stipends (if teacher has national certification as outlined in NEA Agreement)

Deadline: Open until filled – (11/11/2025) EOE — Employment is contingent upon the completion of a background check.

Responsibilities:
Develops and provides specialized instruction to meet the academic, and behavioral needs of students with ASD, SLD, OHD, EBD, and DCD in a school environment in both the special education and general education settings; evaluates and assesses student academic and behavioral progress; functions as IEP Manager to assigned students. In addition to prep time, daily case management time is provided for this position.

Early Childhood Long-Term Substitute Teacher

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Location: Blooming Prairie Public School District – Blooming Prairie Elementary School

Job Type: Long-Term Substitute Teacher

Application Deadline: Open Until Filled

Blooming Prairie Public Schools is accepting applications for an Early Childhood Long-Term Substitute Teacher. The position is anticipated to begin on or around December 16, 2025, and continue through approximately March 6, 2026.

ISD #756 is a small rural school district in SE Minnesota. We serve approximately 900 students PreK-12. We have seen a gradual increase in the student population over the past several years and recently completed a building project. We added additional classroom spaces to accommodate our growth, including an auditorium, gym space, flex spaces, and art classrooms, renovating our Ag/Industrial Tech spaces and completing several long-term facility maintenance projects.

Responsibilities:

·         Uses the MN Early Childhood Indicators of Progress (ECIPs) to ensure equitable access to a robust education across programs for all children. The areas of learning or domains included in the ECIPs are physical and movement development; language, literacy and communications; mathematics; science; social systems; approaches to learning; the arts, and social and emotional development.

·         Participates in, monitors, and observes child and parent and interactions and child interactions and progress during class times to identify any special needs or concerns.

·         Plans, prepares, and determines weekly lesson plans/activities aligned with the Early Childhood Standards from the State of Minnesota and the needs of the learners.

·         Supervises and communicates plans with classroom paraprofessional(s).

·         Prepares materials as needed to implement plans/activities.

·         Assists in the daily general maintenance and preparation of the classroom.

·         Oversees positive classroom management activities to assure the safety and engaging learning environment for children and parents.

·         Uses the Pyramid Model strategies to facilitate social-emotional growth and development.

·         Communicates student progress with families via phone calls, emails, social media, newsletters, and parent/teacher conferences.

·         Participates in Professional Learning Communities (PLCs), staff meetings, and staff development workshops as required by the building principal.

Chief Administrative Officer

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Position Type:
Cabinet

Location:
Edison Administration Building

Date Available:
Available Now

Closing Date:
11/30/2025

ESTIMATED INTERVIEW DATE: TBD

WORK CALENDAR: 260 duty days per year
Click link to review the 2025-2026 260 Day Calendar

CLASSIFICATION: Exempt; C-A-T-3

SALARY: $177,500 – $203,600 annually (prorated based on a 260 calendar)
Click link below to review the 2024-2026 Cabinet Work Guide & Cabinet Members’ Benefits
Cabinet Work Guide & Cabinet Members’ Benefits 2024-2026

REPORTS TO: Superintendent

Position Summary:

The Chief Administrative Officer (CAO) serves as a key member of the Superintendent’s Cabinet and reports directly to the Superintendent of Schools. The CAO provides strategic leadership and executive oversight for the district’s Facilities, Finance, Policy and Innovation, Student Nutrition Services, Technology, and Transportation departments—each led by a Director who reports to the CAO.

As the district’s senior leader for administrative operations, the CAO ensures that systems, processes, and resources are effectively aligned to advance student learning and organizational excellence. The CAO leads both ongoing operational implementation and improvement efforts and major change initiatives, such as the adoption of new budget and staffing models or redesign of the district’s transportation systems.

The CAO works collaboratively across departments to identify and review key financial and operational metrics, coordinate cross-functional efforts, and ensure that the district’s operational systems are efficient, transparent, and sustainable. The CAO also attends recurring meetings and serves as a trusted advisor to the Superintendent, Cabinet, and School Board, preparing and presenting agenda items for study or action.

In addition, the CAO partners closely with the Executive Director of Human Resources to negotiate collectively bargained employment contracts and non-union work agreements on behalf of the district, ensuring alignment between financial capacity, operational systems, and workforce priorities.

The CAO models and advances the following leadership competencies across all areas of responsibility:

  • Staff Direction: Provides clear direction to staff that conveys expected actions and intended outcomes.
  • Staff Belonging: Creates a positive work environment in which all staff are valued and empowered to do their best work individually and collectively.
  • Continuous Improvement: Establishes clear departmental goals and uses data and feedback to improve performance over time.
  • Professional Development: Organizes and supports staff participation in learning opportunities that strengthen job performance and leadership capacity.
  • Feedback: Provides staff with specific, actionable feedback highlighting both strengths and growth areas.
  • Stakeholder Engagement: Seeks and integrates input from individuals and groups affected by departmental work.
  • Best Practices: Monitors and applies promising practices in each area of responsibility when appropriate and feasible.
  • Execution: Ensures that initiatives are implemented effectively, achieving defined goals and milestones on time and in full.
  • Problem Solving: Responds to challenges by identifying and implementing solutions that sustain progress and operational effectiveness

Through these actions, the Chief Administrative Officer plays a central role in ensuring that Rochester Public Schools operates with integrity, efficiency, and a relentless focus on serving students and families.

Qualifications:

Required Qualifications:

  • Experience and expertise in school finance and budget management.
  • Demonstrated success in leading cross-departmental teams or functions that include finance, facilities, technology, transportation, or other operational areas.
  • Demonstrated success managing large-scale change initiatives in complex organizations.
  • Strong understanding of organizational systems improvement.
  • Ability to foster a positive, inclusive, and high-performance work culture centered on service and accountability.
  • Exceptional communication, collaboration, and problem-solving skills.
  • Commitment to advancing efficiency and excellence in all operational practices.

Preferred Qualifications:

  • Proven experience in a senior leadership role within a K-12 public school district central office.
  • Familiarity with Minnesota school finance and education policy frameworks.
  • Advanced degree in education, business administration, public administration, or a related field.
  • Experience leading collective bargaining processes and contract negotiations.
  • Experience deploying technology solutions to achieve operational efficiencies in centralized finance and other enterprise functions.

Commitment to Equity:

Rochester Public Schools is committed to diversifying its workforce to better reflect the community we serve.  We believe the practices used in recruiting, interviewing, hiring, supporting, and promoting staff must include and honor, at every level, those who represent the diverse identities of our schools and community.
https://www.rochesterschools.org/equity-statement

Common and Shared Accountabilities for All Positions 

Employees of the Rochester Public School District #535 are expected to support the goals, model and promote an environment that is respectful for all, and work collaboratively with other staff to focus on the needs of the learner. A quality, customer focus that conveys a welcome attitude, an adaptability to change, and a desire for continuous improvement is also expected of all employees. In addition, staff are to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.

District Information:  Visit www.rochesterschools.org to learn more about Rochester Public Schools.

4th Grade Long-Term Substitute Teacher

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Location: Blooming Prairie Public School District – Blooming Prairie Elementary School

Job Type: 4th Grade Long-Term Substitute Teacher

Application Deadline: Open Until Filled

Blooming Prairie Public Schools is accepting applications for a 4th Grade Long-Term Substitute Teacher. The position is anticipated to begin on or around January 5, 2026, and continue through approximately March 27, 2026.

ISD #756 is a small rural school district in SE Minnesota. We serve approximately 900 students PreK-12. We have seen a gradual increase in the student population over the past several years and recently completed a building project. We added additional classroom spaces to accommodate our growth, including an auditorium, gym space, flex spaces, and art classrooms, renovating our Ag/Industrial Tech spaces and completing several long-term facility maintenance projects.

Responsibilities:

  • Instruct students by teaching the district curriculum, using district approved materials, integrating informational and technological resources, utilizing individual, flexible group, and large group instructional strategies, and collecting and analyzing student data to design instruction.
  • Plan daily and long-term instructional lessons based upon research and best practice instructional strategies, the district approved curriculum, analysis of student assessment data, effective use of technology and required accommodations and modifications for individual students with IEPs, 504s, or other learning plans.
  • Establish and maintain safe, respectful, and responsive classrooms for a productive learning environment recognizing the impact of cultural diversity on teaching and learning.
  • Perform supervisory duties assigned including bus and lunchroom duty.
  • Collaborate with teachers and support staff to problem-solve students’ academic and behavioral needs using student academic and behavioral data.
  • Communicate positively with students and families regarding students’ academic progress through parent-teacher conferences, telephone calls, email and other meetings as necessary; schedule and attend parent teacher conferences.
  • Maintain appropriate grades, assessments, and other students records and follow established building procedures regarding the grading process, access to student records (FERPA), and the administration and use of student assessment information.
  • Participate in building and district sponsored professional development initiatives and other professional training opportunities as directed by the building principal.
  • Collaborate with teachers and administrators to improve student achievement through job-embedded learning communities, team and department meetings, curriculum development initiatives, technology-based strategies, and other strategies.
  • Participate in district and building meetings and committees as requested by the principal.

Compensation: $150-$442/day, determined by licensure and experience

Questions: For inquiries about this posting, please contact Jacob Schwarz, Elementary School Principal at [email protected].

Apply online: https://www.blossoms.k12.mn.us/page/3567

Early Childhood Long-Term Substitute Teacher

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Location: Blooming Prairie Public School District – Blooming Prairie Elementary School

Job Type: Long-Term Substitute Teacher

Application Deadline: Open Until Filled

Blooming Prairie Public Schools is accepting applications for an Early Childhood Long-Term Substitute Teacher. The position is anticipated to begin on or around December 16, 2025, and continue through approximately March 6, 2026.

ISD #756 is a small rural school district in SE Minnesota. We serve approximately 900 students PreK-12. We have seen a gradual increase in the student population over the past several years and recently completed a building project. We added additional classroom spaces to accommodate our growth, including an auditorium, gym space, flex spaces, and art classrooms, renovating our Ag/Industrial Tech spaces and completing several long-term facility maintenance projects.

Responsibilities:

·         Uses the MN Early Childhood Indicators of Progress (ECIPs) to ensure equitable access to a robust education across programs for all children. The areas of learning or domains included in the ECIPs are physical and movement development; language, literacy and communications; mathematics; science; social systems; approaches to learning; the arts, and social and emotional development.

·         Participates in, monitors, and observes child and parent and interactions and child interactions and progress during class times to identify any special needs or concerns.

·         Plans, prepares, and determines weekly lesson plans/activities aligned with the Early Childhood Standards from the State of Minnesota and the needs of the learners.

·         Supervises and communicates plans with classroom paraprofessional(s).

·         Prepares materials as needed to implement plans/activities.

·         Assists in the daily general maintenance and preparation of the classroom.

·         Oversees positive classroom management activities to assure the safety and engaging learning environment for children and parents.

·         Uses the Pyramid Model strategies to facilitate social-emotional growth and development.

·         Communicates student progress with families via phone calls, emails, social media, newsletters, and parent/teacher conferences.

·         Participates in Professional Learning Communities (PLCs), staff meetings, and staff development workshops as required by the building principal.