MASA Jobsite Online

Minnesota Association of School Administrators

West Central

English Teacher

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Teacher Level:  Secondary

Building Location:  Alexandria Area High School

Total FTE:  1.0

Essential Functions:

Deliver classroom instruction; implement lesson plans on instructional units; develop and determine methods, approaches and instructional units; maintain a classroom environment that is conducive to learning.

Assess and evaluate student performance against lesson plans; determine the need for re-instruction or need for new approach; reinforce information previously taught in the classroom; determine grades for reporting purposes; monitor student performance and behaviors and determine how to approach bad behaviors.

Develop and plan instructional activities; develop and implement lesson plans personalized for individual student needs; assist in the development and implementation of Individual Education Plans (IEPs); implement student assessments and evaluate results; determine assessment process for instructional units; research topics and materials designed to improve instructional presentations.

Prepare for substitute teachers; communicate with parents and participate in parent/student conferences; participate and prepare for peer evaluation process.

Supervise students during the school day according to the established building schedule; provide indirect supervision during regular school days.

Collaborate with staff in evaluating individual student issues and approaches to instructional units; evaluate new teaching technologies and/or procedures.

Participate in meetings (building staff meetings, departmental meetings, grade level meetings, staff development, open house/orientation) as necessary or required; attend professional development activities.

Life Science Teacher

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Teacher Level: High School

Building Location: Alexandria Area High School

Total FTE: 1.0

Essential Functions:

Deliver classroom instruction; implement lesson plans on instructional units; develop and determine methods, approaches and instructional units; maintain a classroom environment that is conducive to learning.

Assess and evaluate student performance against lesson plans; determine the need for re-instruction or need for new approach; reinforce information previously taught in the classroom; determine grades for reporting purposes; monitor student performance and behaviors and determine how to approach bad behaviors.

Develop and plan instructional activities; develop and implement lesson plans personalized for individual student needs; assist in the development and implementation of Individual Education Plans (IEPs); implement student assessments and evaluate results; determine assessment process for instructional units; research topics and materials designed to improve instructional presentations.

Prepare for substitute teachers; communicate with parents and participate in parent/student conferences; participate and prepare for peer evaluation process.

Supervise students during the school day according to the established building schedule; provide indirect supervision during regular school days.

Collaborate with staff in evaluating individual student issues and approaches to instructional units; evaluate new teaching technologies and/or procedures.

Participate in meetings (building staff meetings, departmental meetings, grade level meetings, staff development, open house/orientation) as necessary or required; attend professional development activities.

 

Licensure: Life Science and Chemistry preferred.

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The New York Mills School District’s main office is located in New York Mills, Minnesota. The school district has an approximate enrollment of 740 pre-kindergarten through grade twelve students.

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

City Website:   https://newyorkmills.govoffice2.com/

LEADERSHIP PROFILE: The New York Mills School Board seeks a superintendent who:

  • Has experience in school finance
  • Is visible and accessible to the School Board, staff, students, parents, and community
  • Has proven abilities in human relations and communications
  • Delegates authority while maintaining accountability
  • Works cooperatively with the School Board; provides options and recommendations
  • Acts with honesty and in an ethical manner with all district stakeholders
  • Keeps up on changes in legislation and helps New York Mills engage the legislative process

Previous superintendent experience preferred, but not required.   

SALARY/CONTRACT:  A competitive compensation and benefits package will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  March 19, 2024

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at 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 19, 2024, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “New York Mills Public School 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 official transcript(s) (upon hire, originals must be submitted to the school district).

Please contact with any questions:  Lee Warne, MSBA Executive Search Team, [email protected] or 507-828-2468.

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

Superintendent

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ABOUT THE COMMUNITY/SCHOOL DISTRICT:

The Montevideo School District’s main office is located in Montevideo, Minnesota. The school district has an approximate enrollment of 1,500 pre-kindergarten through grade twelve students.

School District Website: https://www.montevideoschools.org/

City Website:   https://www.montevideomn.org/

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

  • Promotes business and community involvement in schools
  • Is visible and accessible to the School Board, staff, students, parents, and community
  • Has proven abilities in human relations and communications
  • Is a visionary, creative thinker
  • Develops trust and works cooperatively with the school board and all stakeholders
  • Has experience in school finance

Previous superintendent experience preferred, but not required.   

SALARY/CONTRACT:  A competitive compensation and benefits package will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.

APPLICATION DEADLINE:  March 8, 2024

APPLICATION PROCEDURE:  MSBA uses an online application process. Applicants begin the application process at 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 8, 2024, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “Montevideo 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 official transcript(s) (upon hire, originals must be submitted to the school district).

Please contact with any questions:  John Ward, MSBA Executive Search Team, [email protected]  or 507-479-0935.

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

Special Education Work Experience Teacher

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As a Special Education Work Experience Teacher, you will play a crucial role in guiding students with disabilities in exploring career options and gaining valuable workplace skills. You will:

Design and implement individualized work-based learning programs aligned with IEPs and student interests.
Partner with community businesses and organizations to secure work placements for students.
Provide ongoing support and supervision to students during their work placements.
Develop students’ vocational skills, social-emotional skills, and workplace readiness.
Collaborate with general education teachers, special education colleagues, community agencies, and families to ensure student success.
Document student progress and progress reports.
Stay up-to-date on best practices in work-based learning for students with disabilities.

Qualifications:

Bachelor’s degree in Special Education or a related field.
License Teacher/Coordinator work based learning
Experience working with students with disabilities in a school setting.
Experience developing and implementing work-based learning programs is highly desirable.
Strong collaboration and communication skills.
Ability to build positive relationships with students, families, and community partners.
Creativity and resourcefulness in adapting learning experiences to individual needs.
A passion for helping students with disabilities reach their full potential.

Speech and Language Clinician

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Level: K-12

Building Location: Various

Total FTE: 1.0

Position Summary

Speech/Language Pathologist provides speech and language services to schools as assigned, including screening, assessment and therapeutic services for students with speech and/or language disorders. Serves as a consultant to Education Specialists and General Education teachers. Assists in planning and implementing parent education and involvement activities.

 

Knowledge/Skills/Abilities

• Knowledge of speech and language therapy program design, planning, development, implementation and evaluation.

• Knowledge of State and Federal regulations and guidelines regarding special education services.

• Knowledge of speech/language therapy eligibility criteria and appropriate assessment methods as well as appropriate remediation techniques.

• Knowledge of technology and computer software applications relative to instruction and administration.

• Skills to communicate effectively in the English language both orally and in writing.

• Skill to analyze situations accurately and adopt an effective course of action.

• Skill to use tact, patience, and courtesy when dealing with people.

* Skill to use initiative and judgment in discussing problems with the public and district staff, involving office practices and policies.

• Ability to conduct the required speech and language assessment and remediation activities.

• Ability to work collaboratively, and deliver services to students individually, in small groups, and in class.

• Ability to establish and maintain cooperative relationships with students, school personnel, parents, vendors, co-workers, and the public.

• Ability to meet schedules and timelines.

• Ability to work independently with appropriate direction.

• Ability to learn and use technology and computer software applications as appropriate to the work environment.

• Ability to understand and be sensitive to those of culturally and linguistically diverse backgrounds.

• Ability to travel between multiple school sites Essential Job Functions (Duties and Responsibilities)

* Implement appropriate therapy services or educational services for individuals with disorders of language, speech (articulation, voice or fluency), and/or hearing.

• Consult and collaborate with parents, teachers, and administrators regarding assessment, interventions and therapy services.

• Assess speech and language skills to determine present ability level and instructional and/or remedial needs.

• Effectively interpret and analyze assessment results, and share them with staff and parents.

• Prepare written assessment reports for each student evaluated, to prepare the Individualized Education Plan (IEP).

* Participate in IEP meetings as part of the IEP team.

• Recommend appropriate remediation through the use of a variety of tests and assessments.

• Make student observations and provide assistance to the teaching staff as requested. • Provide parent education and support.

• Participate in intervention meetings as requested to provide expertise with interventions. • Attend staff and committee meetings and conferences when appropriate.