MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Dean of Students

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Position Summary:  Performs difficult professional work assisting the Principal and Assistant Principal in the daily functions that are necessary to provide a positive environment for students and staff. This position will build meaningful relationships with students and staff and help lead the efforts to build a student-centered, culturally relevant, positive school culture. The incumbent will refine and nurture a student’s daily experience that meets the unique needs and opportunities for our students by promoting positive student relationships and educating students in positive decision-making. Responsibilities include working with staff on curriculum development and delivery of instruction, directing student activities and working with staff on behavior management and providing a continuum of strategies and supports for students including potential consequences.

Language Skills: Ability to communicate to a culturally diverse cross section of individuals and organizations.

High School Math Teacher

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Chatfield Public Schools has an opening for High School Math Teacher.  Under the general supervision of the School Principal, to develop students’ skills and competence in basic and complex mathematical principles, equations, formulas, and calculations, as well as an understanding of the application of mathematics in the solution of practical problems. The preferred candidate would have experience teaching a wide range of high school math courses, including Precalculus and Calculus 1.

Instructional Coach

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Job Description:
An instructional coach builds the capacity of Tier 1 (core) classroom teachers by supporting teachers’ capacity to implement evidence-based practices, increasing student engagement, and improving student academic achievement.
This support will take place in a variety of ways:

Job Embedded Coaching and Professional Development:

Effective literacy coaches spend 80% of their time working directly with teachers to enhance evidence-based practices. They apply a variety of coaching techniques, choosing the most appropriate approach for a given situation. They support teachers in making instructional decisions based on data gathered as evidence of student learning.

Instructional Leadership:

Instructional coaches are integral members of leadership teams at the school and district level. They are teacher leaders who push forward site and district goals, build alignment and coherence in our EC-12 district, analyze data to prioritize support, and support teachers in using data to make instructional decisions. Coaches are routinely expected to develop and lead large group and small group professional learning.

Collaboration: 

The instructional coach teams with administrators, other coaches,  and classroom teachers in a collaborative, reflective relationship to enhance instructional capacity and maximize student learning. Coaching provides non-evaluative teacher support through action planning, co-planning, observing, modeling, conferencing, and co-teaching that is differentiated to meet teachers’ professional learning needs.

Essential Duties and Responsibilities:

  • Use a variety of strategies to establish rapport and trust with teachers and leaders
  • Work collaboratively with teachers to set professional growth goals and monitor progress
  • Analyze student data and assessment results to identify strengths, weaknesses, and gaps in student learning and co-create responsive instructional plans
  • Model effective instructional strategies for teachers as needed
  • Provide constructive feedback to teachers on observed instructional techniques. Coaching observations are completely non-evaluative.
  • Facilitate team meetings that focus on data analysis, problem-solving, coordinating services, and improving instructional practices
  • Serve as a teacher leader on assigned committees that focus on student achievement
  • Serve as a liaison between the district and school by attending district-level meetings/workshops and sharing the information with the appropriate stakeholders
  • Apply principles of adult learning when providing building-level and district-level professional development
  • Reflect on coaching practices and engage in continuous improvement to meet the diverse needs of teachers
  • Advocate for equity to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
  • Maintain essential coaching records including coaching logs, data meeting minutes, calendars, etc.?

General Counsel(101130)

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Under limited supervision, provides advice and counsel for the Board and MPS executive management on legal matters concerning the District, and represents the District in legal proceedings, litigation, court appearances, hearings and other disputes; manages staff and contract attorneys.
Salary range – $147,529 to $221,294

ESSENTIAL FUNCTIONS — Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

 

Provides advice and counsel for the Board and MPS executive management on legal matters concerning the District; provides legal opinions and strategy, minimizes risk and liability, and manages legal issues, disputes and proceedings.
Represents the District in legal proceedings, litigation, court appearances, administrative proceedings, and other disputes and legal actions; manages litigation and establishes case strategy; conducts conferences with opposing parties concerning settlement of cases, and negotiates agreements within scope of authority.
Plans, organizes, and directs the activities and staff of the General Counsel’s Office; protects the legal rights of MPS, enforces rights and obligations, anticipates problems and pursues solutions.
Supervises the District’s Office of Compliance, responsible for compliance with federal and state law, particularly anti-discrimination laws.
Exercises independent judgment within policy guidelines; analyzes issues and recommends solutions.
Represents MPS in negotiating contracts and other legal issues; assures that legal issues are resolved within MPS policy guidelines; reviews and evaluates pertinent decisions, policies, regulations and other legal matters applicable to the MPS.
Provides legal assessments and recommendations; conducts factual and legal analysis to determine how legal issues should be resolved, based on the facts of law and evidence.
Provides advice and consultation to management on the interpretation and consistent application of state and Federal rules, regulations and policies.
Manages strategies and activities of outside counsel.
Responds to community issues, and coordinates public issues between MPS and various organizations and agencies; advises District on compliance with technical legal issues and appropriate responses to complaints and requests for information.
Manages assigned staff, and assigns tasks, legal issues, programmatic responsibilities, and projects; evaluates performance, resolves workload and technical issues, and assures that goals are defined and achieved; develops staff skills and training plans, and conducts performance evaluations.
Prepares and presents training for District staff on records management and other compliance issues.
Monitors trends in education law, regulations and legislative issues, and recommends operational, procedural and policy improvements.
Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
Enthusiastically promotes the Superintendent’s goals and priorities in compliance with the law and all policies and procedures.
Maintains absolute confidentiality of work-related issues, records and MPS information.
MINIMUM QUALIFICATIONS
Education, Training and Experience Guidelines
Juris Doctor Degree is required; AND seven (7) years of experience in a public sector legal practice, including civil, criminal, juvenile, Federal, and courtroom experience; OR an equivalent combination of education, training and experience as determined by Human Resources.

 

Knowledge of:
Minnesota criminal and civil statutes, rules, case law, administrative orders, policies and procedures, and applicable Federal rules and regulations governing public education.
Legal precedents and court decisions impacting public education.
Legal research methods, techniques, sources, databases and other research tools.
Techniques for case management, and the development and presentation of legal strategies.
Principles and protocols for the evidentiary gathering of information, documents, financial records and other data that may be used in court and legal hearings.
Duties, powers, authorities and limitations of a General Counsel.
Principles and practices of legal, ethical and professional rules of conduct.
Principles and practices of public sector administrative management, including cost accounting, budgeting, purchasing, contract management, customer service and employee supervision.
Techniques and practices for efficient and cost effective management of resources.
Skill in:

Analyzing complex administrative and operational data and issues, interpreting laws and regulations, evaluating alternatives, and developing strategies for effective resolution of issues.
Assuming executive level responsibilities and making appropriate decisions.
Litigating cases in legal hearings and courtroom settings.
Effectively assessing, interpreting and applying complex criminal and civil laws to information, evidence and other data compiled.
Investigating, analyzing and resolving complex and sensitive issues and complaints.
Exercising judgment and discretion, negotiating agreements, and mediating difficult situations.
Researching, collecting, analyzing, and preparing data and generating reports.
Managing staff, delegating tasks and authority, and coaching to improve staff performance.
Assessing and prioritizing multiple tasks, projects and demands.
Establishing and maintaining effective working relationships with co-workers, community leaders, government agency representatives, and the public.
Operating a personal computer using standard and specialized software.
Communicating effectively verbally and in writing.
LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver’s License may be required.

Possess and keep current a valid license by the Minnesota State Board of Law Examiners to practice law, and remain active with all license requirements.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

 

ORGANIZATIONAL INFORMATION

Bargaining Unit:     Non-Rep
Grade:                   E21
FLSA Status:         Exempt
Job Group:            Legal Services

* Salary Entry

* Salary Midpoint

School Social Worker

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The School Social Worker promotes and enhances the overall academic as well as social and emotional mission by providing services that strengthen home/school/community partnerships and alleviate barriers to learning.  The School Social Worker significantly contributes to the development of a healthy, safe and caring environment by advancing the understanding of the emotional and social development of children and the influences of family, community and cultural differences on student success and by implementing effective intervention strategies.  The School Social Worker works collaboratively with the other School Social Worker and Behavior Interventionists.