Openings as of 6/23/2025
Position Title: High School Principal Department/Building: Brainerd High School Reports to: Executive Director of Schools, Superintendent, School Board Assignment: 2025-2026 School Year - Ongoing Hours: 8 per day, Monday through Friday (260 Duty Days) Salary Range: $ 138,143 - $ 157,712 (Based on education and experience; wages outlined in the 2024-26 Brainerd Principals/Assistant Principals Association Agreement located on district website) FLSA: Overtime Exempt BENEFITS: Health, Dental, Vision, Life, LTD, TRA, 403b, HSA/HRA
POSITION PURPOSE
Under the general supervision of the Superintendent of Schools, to provide leadership and supervision in administering the educational program of a comprehensive High School in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law.
Essential Functions
Develops and administers school programs consistent with school district goals and objectives.
Provides leadership and direction to staff with regard to the ongoing evaluation and improvement of educational programs, including curricular and extra-curricular activities.
Promotes a school environment that is safe and conducive to evidence-based instruction, cooperative curriculum development, and student learning.
Ensures that Board policies and procedures are implemented and followed at the school.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
Encourages staff to continue to grow professionally and to experiment with new approaches or strategies to teaching.
Organizes and maintains a system for accurate and complete record-keeping and reporting for all student activities, attendance and records as required by law.
Coordinates the work of school staff and school district program leaders to develop and implement instructional programs and teaching practices.
Conducts ongoing assessment of student learning, and works with teaching staff to modify instructional methods to fit students' needs, including students with special needs.
Coordinates with the central office in recruitment and selection of employees, the proper maintenance of employee personnel files, the administration of collective bargaining agreements, corrective action, and other human resource issues.
Organizes and conducts regular meetings with teachers for continuing development of instructional techniques.
Involves staff in the evaluation of programs and the planning of new programs.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Ensures that student conduct conforms with the school's standards and school district policies.
Supervises and evaluates teaching staff and other building employees in accordance with the school district's evaluation plan, and makes recommendations regarding goals, areas needing improvement and continued employment.
Organizes and manages the budgetary and financial affairs of the school consistent with school district policies.
Additional Duties
Performs other related tasks as assigned by the Superintendent and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Work Schedule
Standard administrator work schedule as set forth in the Brainerd Principals / Assistant Principals Association Agreement.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Knowledge, Skills and Abilities
Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction.
Knowledge of secondary school curriculum and concepts.
Knowledge of best practices in administration, program evaluation and staff supervision.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education.
Ability to use computer network system and software applications as needed.
Ability to develop and implement projects.
Effective verbal and written communication skills.
Ability to communicate effectively with students and parents.
Ability to organize multiple tasks and conflicting time constraints.
Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work
Qualifications: This position requires a current Professional Administrative License issued by the Minnesota Professional Educator Licensing and Standards Board. Preference may be given to applicants with principal experience.
School District and Program Information: At Brainerd Public Schools, we expect excellence, grounded in compassion, to meet the needs of all learners. APPLY ON-LINE: www.isd181.org
ASSIGNMENT DETAILS:
Position Title: Elementary School Principal Department/Building: Baxter Elementary School Reports to: Executive Director of Schools, Superintendent, School Board Assignment: 2025-2026 School Year - Ongoing Hours: 8 per day, Monday through Friday (260 Duty Days) Salary Range: $ 121,664 - $ 138,529 (Based on education and experience; wages outlined in the 2024-26 Brainerd Principals/Assistant Principals Association Agreement located on district website) FLSA: Overtime Exempt BENEFITS: Health, Dental, Vision, Life, LTD, TRA, 403b, HSA/HRA
Position Purpose
Under the general supervision of the Superintendent of Schools, to provide leadership and supervision in administering the educational program of an Elementary School in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law.
To provide leadership in program development and improvement, as well as in professional staff development.
Promotes a school environment that is safe and conducive to individualized instruction, cooperative curriculum development, and student learning.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Knowledge of current teaching methods and educational pedagogy, as well as differentiating instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Certification/License:
Minnesota K-12 Principal License
Experience
A minimum of five years of successful teaching experience at the elementary level, preferably in more than one grade level.
Successful administrative experience at the elementary school level preferred.
Must receive training and/or orientation from the Performing Arts Facilities Manager.
GENERAL INFORMATION:
JOB SUMMARY:
The primary purpose of this position is to assist the Site Supervisors with managing the day to day operation of the program sites including: ensuring the implementation of daily programming; supervising Program Assistants and Volunteers to provide students with a safe, fun, and enriching out-of-school time experience. This role will be primarily based at the Baxter Fun & Friends location, but will assist regulalry (1-2 days a week) at the other locations as needed.
ESSENTIAL FUNCTIONS:
PHYSICAL REQUIREMENTS:
Position is regularly required to sit, stand, stoop, kneel, crouch, walk up & down stairs while moving throughout the building. Position requires occasional lifting and occasional physical intervention with students. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.
WORK ENVIRONMENT:
This position will be located in rooms with students and will regularly interact with the Child Care Coordinator, Site Supervisors, district and program staff, public, parents/guardians of participating children, and children participating in programs.This is not intended to be all inclusive, other duties and responsibilities from time to time should be taken and carried out as part of your job duties and description in a positive supportive manner.
QUALIFICATIONS:
APPLICATION PROCEDURE: Apply online.
GENERAL INFORMATION
Job Description: MTSS (Multi-Tiered System of Supports) Coordinator Position Title: MTSS Coordinator Location: Districtwide Reports To: Executive Director of Schools Job Type: Certified Teacher with Administrative Licensure, preferred Assignment: Year Round, Full Time, 12 Month Position Salary: $95,739 - $108,548 (Dependent on experience & education per the District Leadership Compensation and Benefits Handbook on District Website) Union: Unrepresented FLSA: Overtime Exempt Benefits: Health, Dental, Vision, Life, LTD, TRA, 403b and Paid Non-Contract Days
The MTSS Coordinator will oversee the implementation, monitoring, and improvement of the Multi-Tiered System of Supports (MTSS) framework across both elementary and secondary schools within the district. The successful candidate will have a deep understanding of intervention strategies, strong knowledge of implementation science, and a proven record of driving student achievement through evidence-based practices. This role requires an individual who can work collaboratively with educators, administrators, and other stakeholders to ensure the effective and equitable delivery of core instruction and interventions that meet the diverse needs of all students.
Leadership & Collaboration:
Lead and support district-wide implementation of MTSS framework across elementary and secondary schools, including facilitation of the District Leadership Team.
Collaborate with teachers, administrators, and intervention specialists to ensure effective instruction and interventions are being implemented at all tiers.
Provide professional development and training to staff on MTSS principles, strategies, and evidence-based practices consistent with district goals.
Foster a culture of data-driven decision-making to ensure continuous improvement of student outcomes using multiple data points.
Data Management & Analysis:
Ensure that all schools use data to inform instructional practices and tiered academic supports.
Assist school sites with analyzing student progress to assess the effectiveness of core instruction and/interventions.
Intervention & Support:
Support school teams in the development, design, implementation, and evaluation of tiered academic supports for students at varying levels of need.
Guide the selection and integration of evidence-based practices to support student success across both elementary and secondary levels.
Implementation Science:
Apply principles of implementation science to ensure the fidelity and sustainability of MTSS practices across the district.
Work with school leaders and regional partners to evaluate the capacity for change and determine necessary supports for successful MTSS integration.
Provide coaching and mentorship to school teams to build their capacity to deliver high-quality MTSS practices.
Communication & Reporting:
Communicate regularly with district leadership, school administrators, and other stakeholders to provide updates on MTSS progress and student outcomes.
Prepare and present reports on the effectiveness of MTSS interventions to the school board and other stakeholders.
Ensure that core instruction, interventions and support services are provided in an equitable manner across the district, aligning with the district's mission and goals.
Professional Development & Capacity Building:
Lead ongoing professional development sessions on MTSS, intervention strategies, and data analysis for educators at all grade levels.
Stay informed about the latest research, trends, and best practices in MTSS, interventions, and student achievement.
Build capacity at both the school and district levels to sustain effective MTSS practices.
Education & Certification:
Bachelor’s degree in Education, Special Education, or a related field (required)
Master’s degree in Education, Educational Leadership, or a related field (preferred)
Experience as a general education teacher
OL&LA, LETRS, or CAREIALL certification
Current Minnesota Teaching License
Current Administrative Licensure preferred
Experience:
Minimum of 3-5 years of experience in an educational setting, with direct involvement in MTSS implementation, intervention practices, or student achievement initiatives.
Experience working with both elementary and secondary students, ideally in a district-wide role.
Proven track record of student academic achievement.
Strong experience in analyzing and using data to inform decision-making for student outcomes.
Skills & Competencies:
Strong understanding of MTSS framework, intervention practices, and academic standards.
Ability to analyze and interpret educational data (using FastBridge, MCA, ACCESS, and other data points) to drive instructional decisions.
Excellent communication, collaboration, and leadership skills. APPLY ONLINE; www.isd181.org
Department/Building: District Wide Reports to: Director of Schools Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt PRIMARY OBJECTIVE:
Under the direction of the Director of Student Support Services & Equity, the English Language Learner (ELL) teacher provides support to the instructional process by identifying eligible English Learner (EL) students and providing instruction to students through a variety of settings including co-teaching, small group instruction, and consultation with classroom teachers.
Responsibilities include supervising students within the classroom and other assigned areas; administering language assessments, developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; developing professional learning; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and student progress.
Candidate’s should be skilled in working with diverse learners and populations, providing high-quality instruction, be self-directed and organized, and demonstrate a commitment to educational equity.
We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described.
ESSENTIAL FUNCTIONS: Essential functions include but are not limited to:
Identifies English learner (EL) students using district and state criteria and assessments.
Develops, implements, monitors, and evaluates instructional programming to meet the needs of ELL students.
Collaborates with the Student Support Services and ELL team on programming, data analysis, and instructional planning.
Act as a resource for colleagues by modeling instructional strategies, identifying and developing instructional resources, and providing professional development related to the needs of ELL students.
Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans and building academic English and content knowledge.
Administers tests and language assessments for the purpose of evaluating student language ability.
Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student achievement; developing methods for improvement and/or reinforcing classroom goals in the home environment.
Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.
Instructs English learner students for the purpose of improving their success in academics and skills.
Manages student behavior for the purpose of providing a safe and optimal learning environment.
Models English communication for the purpose of developing student ability to communicate effectively in the English language. Monitors students in a variety of educational environments (e.g. classroom, cafeteria, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
Participates in a variety of meetings (e.g. MTSS, Child Study Team, IEPs, teacher/parent meetings, data meetings, department meetings) for the purpose of conveying and/or gathering information required to perform functions and to optimize student learning.
Prepares a variety of written materials and correspondence (e.g. grades, progress reports, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, bullying, harassment, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Teachers’ Code of Ethics and school board policies.
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate resolution.
Responds to inquiries from a variety of sources (e.g. other staff, parents, administrators, students etc.) for the purpose of resolving issues, providing information and/or direction.
Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
BASIC QUALIFICATIONS:
Bachelor's degree or higher in education or a related field from an accredited university.
Current Minnesota English as Second Language (ESL) License (License Function Code 060206). If not currently licensed in ESL, must be willing and eligible to apply for and receive a Tier 1 or Tier 2 teaching license or Out of Field license in ELL/ESL..
PREFERRED QUALIFICATIONS:
Experience working with diverse learners and communities including supporting culturally responsive practices
Three (3) years of successful teaching experience
Position Title: Early Childhood Special Education Evaluation Coordinator (Three to Five) Department/Building: Warrior Early Learning Center Reports to: Early Learning Principal Position Duty Days/Contract: 1.0 FTE Contract/Salary: Per 2023-25 Certified teachers contract Salary Range: $$46,936 - $ 90,238 (Based on education and experience; wages outlined in Certified contract located on district website) Union - Ed MN FLSA - Overtime Exempt POSITION SUMMARY The Early Childhood Special Education Evaluation Coordinator (Three to Five) will provide quality, caring and specialized screening and evaluation to students, ages three to five, that address their unique needs, meets all regulatory standards as required by federal and state governments, and operates within the Teacher Code of Ethics as defined by the Minnesota State Law.
QUALIFICATIONS-EDUCATION, TRAINING, AND EXPERIENCE:
Current Minnesota teaching license in Early Childhood Special Education.
Experience teaching in early childhood special education.
Experience in due process procedures including conducting evaluations, writing IEP’s, monitoring progress, and facilitating meetings.
Possess a valid Minnesota Driver’s License and proof of liability insurance coverage.
KNOWLEDGE, SKILLS, AND ABILITIES:
Must possess strong communication and interpersonal skills and be able to be a member of a team.
Ability to be flexible based on program and student needs.
Knowledge of evaluation and assessment instruments and their application.
Knowledge of all due process requirements and strong computer skills.
Ability to implement IEP’s.
Ability to work under the supervision of a site principal and/or special education supervisor/administrator.
Strong organizational skills.
Sensitivity in working with individuals with various physical, psychological, cognitive and sensory abilities.
Ability to work with students, families, professionals, and staff of various cultural and ethnic backgrounds.
Ability to interact with and maintain cooperative relationship with all levels of staff and the public.
Essential functions may include, but are not limited to:
Coordinate and conduct evaluations for Part B evaluations for preschool and Kindergarten age students with potential and known developmental delays.
Participate in multidisciplinary team assessments of a child, the child’s family, and in the development of integrated goals and outcomes for the IEP.
Educate parents and others regarding the provision of services.
Coordinate, maintain, consult, and support evaluation and programming placement lists.
Consult with parents, other service providers and representatives of appropriate community agencies to ensure the effective provision of services.
Monitor and observe classroom settings for the purpose of looking at student classroom placements and maintaining safe learning environments.
Participate in meetings (IEP, conferences, parent meetings, in-services, etc.) for the purpose of developing plans and/or providing information regarding student’s goals/outcomes.
Prepare documentation (evaluations, observations) for the purpose of providing information and reporting requirements.
Maintain records and reports as required and for compliance with administrative policies, state and federal rules and regulations.
Make referrals to other professionals and agencies on behalf of the student as appropriate.
Encourage parents and instruct them in appropriate methods to assist their child.
Collaborate with Birth to Three Early Childhood Special Education Teachers to ensure successful transition for students who qualify for preschool services; and with Kindergarten Teachers to ensure a successful transition into kindergarten.
Maintain confidentiality
All other duties as assigned.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is required to:
Frequently walk, use hands to finger, handle or feel objects, tools, or controls, and talk or hear.
Often required to sit and stand for extended periods of time, reach with hands and arms; and stoop, kneel, crouch, bend, squat, or crawl.
Ability to lift and carry up to 25 pounds and in case of emergency a 50 pound child, restrictive procedures and transfer procedures up to 50 pounds.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Will be required to drive a motor vehicle.
Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.
Employees in this position will be required to work indoors and outdoors in an educational environment and make home visitations. Employees may come in direct contact with students, parents, school district staff, outside agency staff, the public, pets or physical objects that may require a quick response or moving and lifting.
Position Title: Early Childhood Special Education Teacher
Department/Building: Warrior Early Learning Center
Reports to: Building Principal
Position Duty Days: Follow Teacher Contract Days 1.0. B-3 ECSE teachers can potentially have up to 25 extended days on their contract Salary Range: $$46,936 - $ 90,238 (Based on education and experience; wages outlined in Certified contract located on district website) Union - Ed MN FLSA - Overtime Exempt
JOB GOAL/SUMMARY
The Early Childhood Special Education teacher provides specialized instruction and support for children with disabilities or special needs for children ages Birth - 7 years old. Completing evaluations, IEPs and additional due process paperwork is expected for all children on the case managers caseload. The ECSE teacher would address students' unique needs, meet all regulatory standards as required by federal and state governments, and operate within the Teacher Code of Ethics as defined by the Minnesota State Law.
QUALIFICATIONS/EDUCATION/CERTIFICATION REQUIREMENTS
Current Minnesota teaching license in Early Childhood Special Education or related area of special education
Experience teaching in early childhood special education. •
Experience in due process procedures including conducting screenings and evaluations, coordinating evaluations, writing IFSP’s/IEP’s, monitoring progress, and facilitating meetings.
Valid driver's license and reliable access to a vehicle to travel between program sites and to community locations
DUTIES AND RESPONSIBILITIES QUALIFICATIONS
Knowledge of evaluation and assessment instruments and their applications.
Ability to implement IFSP’s and IEP’s.
Ability to adapt equipment and materials for children with disabilities.
Ability to work with students, families, professionals, and staff of various cultural and ethnic backgrounds in a variety of natural settings. •
Ability to interact with and maintain a cooperative relationship with all levels of staff and the public.
Knowledge and ability to provide Service Coordination •
Knowledge of Community – Based Early Childhood Resources
Proficiency with Google Docs, Microsoft Office, and standard office equipment
Ability to mediate and problem-solve in a positive, supportive manner
Follow policies on confidentiality and mandated reporting
Attend and participate in professional conferences to stay current with best practice in the field.
Other duties as assigned by the Early Learning Principal.
ESSENTIAL FUNCTIONS
Coordinate and conduct evaluations for Part C and/or Part B evaluations.
Participate in multidisciplinary team assessments of a child, the child’s family, and in the development of integrated goals and outcomes for the IEP/ IFSP.
Provide specialized instruction as outlined in the IEP/ IFSP.
Consults with parents, other service providers and representatives of appropriate community agencies to ensure the effective provision of services.
Demonstrate and model appropriate developmental skills through play or interaction with the child and peers
Utilize a variety of materials and teaching techniques.
Participate physically with the students in activities being taught.
Plan and conduct a system of continuous evaluation of each student’s progress.
Coordinate provision of services for the purpose of maximizing opportunities for learning. • Participate in meetings (IFSP/IEP, conferences, parent meetings, inservices, etc.) for the purpose of developing plans and/or providing information regarding student’s goals/outcomes.
Provide training to ECSE Staff and parents in the area of student’s disabilities.
Prepare documentation (evaluations, observations, progress reports) for the purpose of providing information and reporting requirements.
Make referrals to other professionals and agencies on behalf of the student as appropriate. • Encourage parents and instruct them in appropriate methods to assist their child.
Collaborate with Early Childhood Special Education Staff to ensure successful and timely implementation of services.
WORKING CONDITION/PHYSICAL REQUIREMENTS
Position is regularly required to sit, stand, stoop, kneel, crouch, walk up & down stairs while moving throughout the building. Position requires occasional lifting and occasional physical intervention with students. Due to computer work and documentation, dexterity and eye-hand function must be in normal range with or without correction. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.
SECTION VI: WORK ENVIRONMENT
This is not intended to be all-inclusive, other duties and responsibilities from time to time should be taken and carried out as part of your job duties and description in a positive supportive manner.
Employees of the Brainerd Public School District #181 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 is to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.
ASSIGNMENT DETAILS
Position Title: 4th Grade Elementary Classroom Teacher (one year position) Department/Building: Garfield Elementary Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 school year)
Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
Summer School Teacher K-4 (Special Ed - DCD)
Dates: July 21-August 7, 2025 (Monday-Thursday) Monday - Thursday: 7:30 am -12:30 pm Site: Riverside Elementary School Reports To: Building Principal Rate of Pay is $33.75/hr for Tiered License
Position Title: Special Education Teacher - EBD (K-4) Department/Building: Lowell Elementary Reports to: Building Principal Assignment: 2025-2026 School Year (184 Duty Days) Hours: 8 per day, Monday through Friday Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
Position Title: Special Education Teacher - EBD (K-4) Department/Building: Harrison Elementary Reports to: Building Principal Assignment: 2025-2026 School Year (184 Duty Days) Hours: 8 per day, Monday through Friday Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
Position Title: SEL - Student Success Intervention Teacher (K-4) Department/Building: Riverside Elementary Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 school year + 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
This position provides intervention and prevention services to students enrolled in Brainerd Public Schools. The Social Emotional Learning (SEL) Specialist will act as Tier 2 interventionist for student support services and as a liaison between students, their Guardian(s) and teachers, school counselors, mental health providers and/or other external agencies in order to ensure student success.
SECTION II: QUALIFICATIONS/EDUCATION/CERTIFICATION REQUIREMENTS
Five years of demonstrated experience working with children, preferred
Current MN license required or eligibility to apply for tiered licensure
Effective written and oral communication skills
Ability to work effectively and efficiently as an individual and as a team member
Ability to establish and maintain working relationships with building leaders, teacher colleagues, students, families, and community service providers.
Provide social-emotional and behavioral intervention and frequent data collection to measure the effectiveness of intervention as part of the Multi-Tiered Systems of Support (MTSS) framework (80%)
In collaboration with other school professionals, identify students having social and/or emotional difficulties in need of intervention prior to referral for special education services.
Develop an intervention plan for the student including obtaining guardian consent and input, identifying the skills to be taught, planning and preparing the intervention materials, collecting and tracking student progress data, and monitoring growth or intervention modification needs
Provide preplanned direct evidence-based intervention services using data from district screening assessments (SAEBRS and MySAEBRS) and progress monitoring tools such as DBR.
Partner with other educators and district staff in support of the student.
Fulfill all Alternative Delivery of Specialized Instructional Services (ADSIS) grant requirements.
Collaborate with Interagency and Interdisciplinary community, district, or building teams.
Assist in identifying gaps in services. (10%)
Meet regularly with service providers and families to coordinate activities and interventions.
Participate in a monthly districtwide Social Emotional Learning Teacher meeting.
Participate in building child study, attendance meetings, and Multi-Tiered Systems of Support (MTSS) meetings, as assigned.
Assure that all services for individual students and groups of children are streamlined and not duplicative.
Engage in and apply all ADSIS grant-required training, with a particular focus on Minnesota PBIS training, to effectively implement the ADSIS framework.
Manage day to day responsibilities. (10%)
Maintain contact with families, teachers, service providers and other stakeholders as needed.
Keep data to assess program effectiveness in line with district screeners, progress monitoring tools and other fidelity measures.
Attend scheduled meetings with the service team, building administrators and other members of the interdisciplinary team.
Maintain records of all contacts with students and families.
Write reports as assigned to track family and program progress.
Maintain appropriate documentation of forms, files, and other necessary paperwork.
Participate in daily supervision responsibilities as assigned by the building administrator.
Act as a member of the building crisis team.
This position is non-exempt and staff are expected to be present on a daily basis during school hours (7:45 - 3:45 or 7:30 - 3:30, dependent on site need and determined by building principal). SEL Teachers are expected to work the 184-day ISD 181 school year calendar and will have an additional 9 days of work. SEL Teachers are required to use part of these 9 days to work during summer school and to prepare for the school year in August. Building principals will approve an annual calendar for each worker based on the building’s needs. Some evening or weekend work may be required, which can result in some flexible schedule changes as approved by the Building Principal.
Acts as a liaison between the home, school and community providers to access, mobilize and coordinate services.
Other duties as assigned.
Physical Demands: reaching, standing, walking, grasping, talking, hearing, seeing and repetitive motions. Light Work: exerting up to 40 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects.
Mental Demands: Ability to reason logically and make sound decisions, to consider alternative and diverse perspectives, to communicate effectively both orally and in writing, to remain poised under all circumstances, and to interact effectively with people in a positive manner that engenders confidence and trust. Work Environment: This position may require the individual to work with students in multiple settings (school, home, community). Employees of the Brainerd Public School District #181 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 is to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees. APPLY ONLINE: www.isd181.org
Position Title: SEL - Student Success Intervention Teacher (K-5) Department/Building: Nisswa Elementary Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 school year + 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
ASSIGNMENT DETAILS Position Title: SEL - Student Success Intervention Teacher (K-4) Department/Building: Harrison Elementary Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday - 193 Duty Days (184 school year plus 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt BENEFITS: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
SECTION I: JOB GOAL/SUMMARY
Minimum of a Bachelor’s degree, Human Service related field preferred
Current MN license or ability to obtain tiered licensure
SECTION IV: WORKING CONDITIONS
Mental Demands: Ability to reason logically and make sound decisions, to consider alternative and diverse perspectives, to communicate effectively both orally and in writing, to remain poised under all circumstances, and to interact effectively with people in a positive manner that engenders confidence and trust.
Work Environment: This position may require the individual to work with students in multiple settings (school, home, community).
Position Title: SEL - Student Success Intervention Teacher (K-4) Department/Building: Garfield Elementary Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 school year + 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
ASSIGNMENT DETAILS Position Title: SEL - Student Success Intervention Teacher (9th -12th) Department/Building: Brainerd High School Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday - 193 Duty Days (184 school year plus 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt BENEFITS: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
SECTION I: JOB GOAL/SUMMARY This position provides intervention and prevention services to students enrolled in Brainerd Public Schools. The Social Emotional Learning (SEL) Specialist will act as Tier 2 interventionist for student support services and as a liaison between students, their Guardian(s) and teachers, school counselors, mental health providers and/or other external agencies in order to ensure student success.
Current MN license or ability to obtain tiered Licensure
Provide pre-planned direct evidence-based intervention services using data from district screening assessments (SAEBRS and MySAEBRS) and progress monitoring tools such as DBR.
Participate in a monthly district wide Social Emotional Learning Teacher meeting.
Position Title: English Teacher (9-12) Department/Building: Brainerd High School Reports to: Building Principal Assignment: 2025-2026 School Year, ongoing Hours: 8 per day, Monday through Friday (184 Duty Days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt Benefits: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position. Certification/License:
Position Title: Science Teacher - Chemistry & Physics (9-12) Department/Building: Brainerd High School Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 Duty Days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt Benefits: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
- Under the general supervision of the School Principal, to develop students' skills and competence in the fields of science in chemistry, and physics; develops students skills and abilities in scientific methods and problem-solving, as well as an understanding of the application of science in the solution of practical problems.
- Teaches knowledge and skills in physics and chemistry in accordance with district curriculum online and in person.
- Promotes critical and creative thinking and analysis in all related subject areas.
- Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
- Develops lesson plans and instructional materials for subject area, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
- Designs learning activities to demonstrate the application of science to everyday existence, including scientific research projects, demonstrations, experiments, and laboratory activities.
- Instructs students in the proper use and care of scientific equipment and chemicals.
- Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs; conducts individual and small group instruction as needed.
- Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
- Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
- Encourages parental involvement in students' education and ensures effective communication with students and parents.
- Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
- Coordinates with other professional staff members and participates in faculty meetings and committees.
- Selects and requisitions appropriate books, instructional aids and other supplies and equipment, maintains inventory records, and ensures equipment is in good working order.
- Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
- Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
- Travels to school district buildings and professional meetings as required.
- Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
- Knowledge of a wide range of science subject areas, including general science, earth science, biology, physiology, chemistry, physics, and other related areas (e.g., mathematics).
- Knowledge of data information systems, data analysis and the formulation of action plans.
- Knowledge of applicable federal and state laws regarding education and students.
- Ability to use computer network system and software applications as needed.
- Ability to organize and coordinate work.
- 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.
- Works in standard office and school building environments.
Qualifications Profile
- MN Certification as a Science Teacher as required for position.
- Motor Vehicle Operator's License or ability to provide own transportation.
Education
- Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
- Masters Degree preferred.
- Successful prior teaching experience for the appropriate grade level preferred.
APPLY ONLINE: www.isd181.org
Position Title: Personal Finance Teacher (9-12) Department/Building: Brainerd High School Reports to: Building Principal Assignment: 2025-2026 School Year, ongoing Hours: 8 per day, Monday through Friday (184 Duty Days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt Benefits: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
Personal finance education equips students to make informed financial decisions that align with their individual values and cultural backgrounds. Students learn essential skills for life after high school, including budgeting, earning income, saving and investing, managing credit, and understanding banking and insurance. This education is tailored to each student's unique experiences and goals, recognizing the diverse perspectives and cultural influences that shape their financial journeys. The instructor will teach in person and online.
Position Title: Forestview Lead Maintenance Engineer Department/Building: Forestview Middle School Reports to: Director of Building & Grounds Position Duty Days/Contract: 12 months, 8 hour days Link to Union Contract Salary Range: $16.29-$29.60 per hour
Position Title: 2nd Shift Custodian 2:30pm - 11:00pm Department/Building: Buildings & Grounds Baxter Elementary Reports to: Director of Building & Grounds Position Duty Days/Contract: 12 months, 8 hour days Compensation: $16.29-$29.60 per hour
SAFETY SENSITIVE JOB DUTIES
ADDITIONAL DUTIES
Position Title: Reading Intervention Teacher
Department/Building: Forestview Middle School
Position Duty Days/Contract: 1.05 FTE (184 contract days + 9 days for summer school and extended contract requirements) Salary Range: $$46,936 - $ 90,238 (Based on education and experience; wages outlined in Certified contract located on district website) Union - Ed MN FLSA - Overtime Exempt
______________________SECTION II: JOB GOAL/SUMMARY_____________________
Facilitates and coordinates the implementation of reading intervention consistent with the district's Multi-tiered System of Support plan, provides special instruction to individuals and small groups of students with identified needs; and does other related functions as required.
SECTION III: QUALIFICATIONS/EDUCATION/CERTIFICATION REQUIREMENTS
QUALIFICATIONS
Knowledge of:
Principles, theories, methods, techniques and multiple intervention strategies;
Growth and development and behavior characteristics of middle level students;
Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to the District MTSS Framework;
Behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures;
Socio-economic and cultural background differences of the general school population;
Technology including computers and computer programs;.
Ability to:
Plan, organize, co-develop, and enthusiastically conduct a comprehensive teaching and instructional program using evidence-based practices;
Apply concepts and abstract learnings to practical situations;
Provide effective learning experiences for students with a wide range of socio-economic and cultural backgrounds and with varying mental, social and emotional levels;
Effectively assess the educational needs of students;
Provide an attractive, inviting and stimulating learning environment;
Perform diagnostic assessments of student proficiency and growth;
Communicate effectively in oral and written form using grammatically correct language;
Establish and maintain cooperative and effective working relationships;
Actively participate as a member of the Tier 2 MTSS Leadership Team.
EXPERIENCE AND EDUCATION
Required:
Valid Minnesota Teaching License
3-5 years experience as reading teacher with proven success of student achievement
Preferred
Master’s Degree in Education
Experience with evidence-based reading interventions
Reading endorsement and/or successful completion of READ Act Structured Literacy professional development
Experience with MTSS frameworks
_______SECTION IV: DUTIES AND RESPONSIBILITIES QUALIFICATIONS_______
DISTINGUISHING CHARACTERISTICS
This position requires subject matter expertise commonly associated with teaching and instruction. Directly related teaching and instruction experience is required to perform problem analysis using prescribed principles, methods and concepts. A teacher in this position performs decision analysis and makes decisions of considerable consequence, in determining how best to aid students in the learning process. The functional role of this position requires the application and interpretation of data, facts, procedures and policies. The incumbent meets frequently with school administrators, other teachers, internal staff and members of the community to communicate information, data and alternative problem solutions. This position performs light work, but does require walking and standing for extended periods and may occasionally require moving or lifting of up to fifty (50) pounds.
ESSENTIAL DUTIES
Provides individual and small group instruction designed to meet individual student needs.
Provides learning experiences and teaches the course of study prescribed by the District approved curriculum, including technology.
Develops lesson plans and uses instructional materials suitable for verbal and/or visual instruction of students with a wide range of intellectual, physical and emotional maturity.
Establishes and maintains standards of student behavior required to achieve effective participation and learning in all activities.
Models and encourages students to understand and adopt the use of proper social habits.
Evaluates the educational progress of students in terms of class work and attainment of proficiency levels; and the educational growth in relation to the student's ability, attitude, interests and conduct.
Provides appropriate instruction and activities for students to meet District policies, goals and objectives.
Identifies student needs and collaborates with other professional staff members in assessing and helping students meet learning needs.
Maintains professional competence through in-service education activities provided by the District and/or professional growth activities and university courses.
Maintains records as required by the school, District and/or state and makes appropriate reports as directed.
Participates in school-wide supervision of students during out-of-classroom activities.
Performs other duties as assigned.
Employees of the Brainerd Public School District #181 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, adaptability to change, and a desire for continuous improvement is also expected of all employees. In addition, staff is to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.
Position Title: SEL - Student Success Intervention Teacher (5-8) Department/Building: Forestview Middle School Reports to: Building Principal Assignment: 2025-2026 School Year Hours: 8 per day, Monday through Friday (184 school year + 9 extended days) Salary Range: $ 46,936 - $ 90,238 (Based on education and experience; wages outlined in the Certified Master Contract located on district website) Union: Ed MN FLSA: Overtime Exempt
BENEFITS: Health, Dental, Vision, Life, LTD, TRA, 403b and PTO/ESST
Position Title: Assistant Cook Department/Building: Brainerd High School (High Volume Site) Reports to: Director of Nutrition Services Assignment: 2025-2026 School Year Hours: 6.5 per day, Monday through Friday Salary Range: $ 13.52 -18.36 (Based on certification and experience; wages outlined in the Food Services Contract located on district website) Union: Education Minnesota Brainerd FLSA: Non-Exempt BENEFITS: Health, Dental, Vision, Life, LTD, PERA, 403b and Paid Holiday, Sick/ESST & Personal Leave
Position Title: Assistant Cook Department/Building: Forestview Middle School (High Volume Site) Reports to: Director of Nutrition Services Assignment: 2025-2026 School Year Hours: 6.5 per day, Monday through Friday Salary Range: $ 13.52 -18.36 (Based on certification and experience; wages outlined in the Food Services Contract located on district website) Union: Education Minnesota Brainerd FLSA: Non-Exempt BENEFITS: Health, Dental, Vision, Life, LTD, PERA, 403b and Paid Holiday, Sick/ESST & Personal Leave
Position Title: Assistant Cook Department/Building: Baxter Elementary School (High Volume Site) Reports to: Director of Nutrition Services Assignment: 2025-2026 School Year Hours: 6.5 per day, Monday through Friday Salary Range: $ 13.52 -18.36 (Based on certification and experience; wages outlined in the Food Services Contract located on district website) Union: Education Minnesota Brainerd FLSA: Non-Exempt BENEFITS: Health, Dental, Vision, Life, LTD, PERA, 403b and Paid Holiday, Sick/ESST & Personal Leave
ASSIGNMENT DETAILS: Title: Substitute Special Education Assistnat Location: Opportunites available district wide Compensation: $15.00 per hour JOB SUMMARY: In the absence of the Special Education Paraprofessional, the substitute will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; classrooms, physical education, lunchroom, bus loading area, cafeteria and common spaces.
ESSENTIAL FUNCTIONS: Essential functions may include, but are not limited to:
Position Title: Attendance Secretary grades 5th and 6th (10 Month Position) Department/Building: Forestview Middle School Reports to: Building Principal Assignment: 2025-2026 School Year, Ongoing Hours: 8 per day, Monday through Friday, 218 Duty Days (7:30am-4:00pm) Salary Range: $ 20.39 - $ 21.42 per hour (Based on education and experience; wages outlined in the Clerical-Secretarial Employees Contract located on district website) Union: AFSCME FLSA: Non-Exempt BENEFITS: Health, Dental, Vision, Life, LTD, PERA, 403b, Vacation & Sick/ESST
Position Title: Building Secretary (10 Month Position) Department/Building: Riverside Elementary Reports to: Building Principal Assignment: 2025-2026 School Year, Ongoing Hours: 8 per day, Monday through Friday, 218 Duty Days (7:30am-4:00pm) Salary Range: $ 20.39 - $ 21.42 per hour (Based on education and experience; wages outlined in the Clerical-Secretarial Employees Contract located on district website) Union: AFSCME FLSA: Non-Exempt BENEFITS: Health, Dental, Vision, Life, LTD, PERA, 403b, Vacation & Sick/ESST
Position Title: Behavior Management Specialist Location: Baxter Elementary Assignment: 2025-2026 School Year - Ongoing Hours: 8 hours per day Duty Days: 173 duty days per school year Compensation: $20.68 - $22.80 per hour (Based on education and experience; wages outlined in Behavior Management / Student Support Specialist Handbook located on district website) Non-Exempt Full Benefits including paid sick/ESST and personal leave Union: Non Union
Position Title: Behavior Management Specialist Location: Brainerd High School Assignment: 2025-2026 School Year - Ongoing Hours: 8 hours per day Duty Days: 173 duty days per school year Compensation: $20.68 - $22.80 per hour (Based on education and experience; wages outlined in Behavior Management / Student Support Specialist Handbook located on district website) Non-Exempt Full Benefits including paid sick/ESST and personal leave Union: Non Union
Position Title: Behavior Management Specialist Location: Brainerd High School Assignment: 2025-2026 School Year - Ongoing Hours: 8 hours per day Duty Days: 173 duty days per school year Compensation: $20.68 - $22.80 per hour (Based on education and experience; wages outlined in the Behavior Management / Support Specialist Handbook located on district website) Non-Exempt Full Benefits including paid sick/ESST and personal leave Union: Non-Union
Position Title: Educational Assistant for Enrichment and Extracurricular Support
Department/Building: Vary
Reports to: Community Education
Position Duty Days: As needed basis, hours vary ?Salary Range: $16.50-$18.40 per hour
This position will support students with identified disabilities who are participating in enrichment or extracurricular, out-of-school time activities.
Carrying out the duties and responsibilities outlined in a student’s individual education plan.
Assist student(s) in individual and group settings.
Provide specialized instruction/interventions/accommodations as outlined in the IFSP/IEP.
Demonstrate and model appropriate developmental and behavioral skills through play or interaction with the child.
Assist the individual student in self-help and independent living skills.
Supervise student(s) as needed and during break times to ensure student safety.
Work cooperatively with instructor or coach and follow class or activity structure.
Preferred Qualifications:
Meet highly-qualified requirements for paraprofessional (two-year associate degree, 60 college credits, para-pro or para e-link certification)
Experience working with students with physical, cognitive, and/or mild behavioral needs
Strong communication and interpersonal skills and be able to be a member of a team.
Ability to assist students in individual or group settings.
Must possess the ability to maintain confidentiality and professionalism.
ASSIGNMENT DETAILS Position Title: Educational Assistant-DCD Location: Brainerd High School Assignment: 2024-2025 School Year - Ongoing Hours: 7.5 hours per day Duty Days: 173 duty days per school year Compensation: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Non-Exempt Full Benefits including paid sick and personal leave Union: ED MN - Educational Assistant JOB SUMMARY: The Special Education Paraprofessional will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; classrooms, physical education, lunchroom, bus loading area, cafeteria and common spaces.
ASSIGNMENT DETAILS Position Title: Educational Assistant Location: Warrior Early Learning Center Assignment: 2025-2026 School Year - Ongoing Hours: 7 hours per day Duty Days: 173 duty days per school year Compensation: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Non-Exempt Full Benefits including paid sick and personal leave Union: ED MN - Educational Assistant JOB SUMMARY: The Early Childhood Education Assistant will assist the teacher in supporting student needs students in the Early Childhood classroom and will provide care for siblings during ECSE classes. Hours: 7 hours per day Salary Range: $16.50-$18.40 per hour
APPLICATION PROCEDURE: Apply online
Job Title: Educational Assistant - EBD Building: Lincoln Education Center Reports To: Lincoln Education Center - Principal Salary: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Time: 7 hours per day during school year (173 Duty Days) Union: Ed MN FLSA: Non-Exempt Benefits: Full Benefits including paid personal leave and paid sick/ESST JOB SUMMARY: The Educational Assistant will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; classrooms, physical education, lunchroom, bus loading area, cafeteria and common spaces. Lincoln Education Center (LEC) is a federal level IV school setting.
ASSIGNMENT DETAILS Position Title: Educational Assistant-DCD Location: Riverside Elementary Assignment: 2025-2026 School Year, ongoing Hours: 7 hours per day (Mon-Fri) Duty Days: 173 duty days per school year Compensation: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Non-Exempt Full Benefits including paid Sick/ESST and Personal leave Union: ED MN - Educational Assistant JOB SUMMARY: The Special Education Paraprofessional will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; classrooms, physical education, lunchroom, bus loading area, cafeteria and common spaces.
ASSIGNMENT DETAILS Position Title: Educational Assistant-ASD Location: Riverside Elementary Assignment: 2025-2026 School Year, ongoing Hours: 7 hours per day (Mon-Fri) Duty Days: 173 duty days per school year Compensation: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Non-Exempt Full Benefits including paid Sick/ESST and Personal leave Union: ED MN - Educational Assistant JOB SUMMARY: The Special Education Paraprofessional (ASD) will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; classrooms, physical education, lunchroom, bus loading area, cafeteria and common spaces.
SIGNMENT DETAILS Position Title: Educational Assistant Location: Nisswa Elementary Assignment: 2025-2026 School Year - Ongoing Hours: 7 hours per day Duty Days: 173 duty days per school year Compensation: $16.50-$17.15 per hour (Based on education and experience; wages outlined in Education Assistant contract located on district website) Non-Exempt Full Benefits including paid sick and personal leave Union: ED MN - Educational Assistant
SECTION II: JOB GOAL/SUMMARY
The Special Education Educational Assistant will assist and carry out the goals, objectives and adaptations in the individual education plan of special needs students in various settings; homerooms, art, music, resource rooms, physical education, lunchroom, playground, bus hallways, media center, bathrooms, etc.
Meet highly-qualified requirements for paraprofessional (two year associate's degree, 60 college credits, para-pro or para e-link certification).
Experience working with students with physical, cognitive and/or mild behavioral needs.
Willingness to become certified in Handle with Care Behavior Management System.
SECTION IV: SKILLS, KNOWLEDGE AND ABILITIES
Ability to assist students in individual or group settings whether in the resource room or inclusive education setting.
Ability to implement and follow through on specific therapies and programs for an individual as prescribed by the individual education plan. This could involve lifting, transferring, positioning, assisting with daily living activities such as toileting, feeding, and restrictive procedures when necessary.
Ability to collect data on student progress as defined in the individual education plan.
Ability to remain calm and patient in volatile situations and react and respond quickly in a variety of situations.
Ability to work under the supervision of a site principal and/or special education teacher.
Ability to handle multiple tasks at once while dealing with constant interruptions.
Ability to interact with and maintain cooperative relationships with all levels of staff and the public.
Maintain current certification in CPI / Handle with Care Training
SECTION V: DUTIES AND RESPONSIBILITIES
Assist student(s) in individual and group settings whether in the resource room or inclusive educational setting.
Team with the classroom teacher and/or special education teacher to deliver classroom instruction.
Assist the individual student in self-help and independent living skills – this can include the following 1. Dressing and undressing, 2. Toileting – which may include changing diapers, training pants, cleaning the child and implementing toilet training techniques, 3. Supervise and assist with eating skills, this could include but is not limited to adapted feeding utensils or feeding tubes, 4. Supervise and assist child with an assistive device, this could include but is not limited to, any prosthetic device, brace, wheelchair, communicative or assistive technology device.
Supervise student(s) during lunch, time out situations, recess, field trips, and emergency situations or in temporary absence of the teacher due to emergency or restrictive procedure situations.
Monitor classroom instruction for the purpose of ensuring student progress and a safe learning environment.
Bus duty that could involve riding the bus and following through with prescribed bus programs, meeting the bus, and reporting about student’s bus behavior/needs to the case manager.
Collaborate with Special Education Teachers, Classroom teachers and related service providers to ensure student safety and success.
Develops effective working relationships with students.
Support building and classroom discipline policy.
Maintains good communication skills and a cooperative working environment with other school staff.
Participates in assigned professional development.
Maintains knowledge of building procedures manual and school district policies.
The employee works cooperatively with the building administrator, accepting constructive feedback and direction.
Disagreements with fellow employees are addressed constructively and respectfully.
Monitors student progress on assigned tasks.
Follows school district policy in reporting suspected abuse/neglect.
Prompt and reliable attendance.
OTHER RESPONSIBILITIES
Participate in assigned professional development.
Participate in employer mandated training and retraining programs.
All other duties as identified by the team in the IEP process for individual situations.
SECTION VI: PHYSICAL AND MENTAL DEMANDS
The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS The employee is regularly required to hear and speak to exchange information in a proficient manner; and smell. While performing the duties of this class, employees are regularly required to use hands and fingers to feel, grasp, manipulate and operate objects, equipment and tools and to reach overhead, above the shoulders and horizontally. The employee must have sufficient strength to manipulate, lift, push, pull, and/or carry on a frequent basis, as much as 50 pounds on an occasional basis. Lift, carry, transfer, and push students in wheelchairs or students with orthopedic impairment. The employee is regularly required to stand or sit for extended periods of time, walk on even/and or uneven surfaces, stoop, kneel, bend, twist, crawl, crouch, make repetitive motions, climb up and down steps, stairs and ramps. Run quickly for brief spurts. The employee may be subject to physical and emotional outbursts by students, including such behaviors as kicking, spitting, scratching, biting and running. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus. The employee must have hand-eye coordination.
MENTAL DEMANDS While performing the duties of this position, the employee is regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve problems; observe and interpret situations; learn and apply new information or skills; use math and mathematical reasoning; perform highly detailed work; work on multiple and concurrent tasks; work with frequent interruptions; work under intensive deadlines; demonstrate judgment and professionalism when interacting with District and program personnel, school administrators, managers, staff, vendors, students, the public, and others encountered in the course of work; establish and maintain cooperative relationships throughout the work environment; learn quickly and follow verbal procedures and standards to accomplish assigned duties and to apply new skills. The employee must be able to work independently. The employee occasionally may deal with dissatisfied or quarrelsome individuals, including students, parents and District employees. Employees may be exposed to students who ask inappropriate personal questions; display socially unacceptable personal behaviors; use profanity and/or sexually explicit phrases; exhibit defiance, dishonesty, threats, accusations and/or theft, assaultive behaviors and/or self destructive behaviors. Some stress may be encountered while performing the duties of this position.
WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Employees regularly work in an indoor environment, a classroom environment, job site and an outdoor working environment, including exposure to seasonal heat and cold or adverse weather conditions. Employees are subject to exposure to minor contagious illnesses, blood and other bodily fluids and possible exposure to blood borne pathogens. The noise level is usually moderate, but occasionally loud. The employee occasionally drives to District sites, training facilities, community meetings and other locations as needed. The employee is subject to constant interruptions.
