Special Education Assistant Principal/Manager

Northeast Metro 916 Intermediate School District; St. John's; On-site; CAD 60,000 - 100,000; Full time

Job summary

An established education provider is seeking a dedicated individual to support school administration and enhance student programs. This role involves overseeing staff, conducting evaluations, and developing curriculum to meet diverse student needs. The position offers a unique opportunity to contribute to a positive school culture and ensure equitable support for all students. Join a forward-thinking team committed to fostering a safe and inclusive learning environment, where your expertise will help shape the future of education. If you are passionate about making a difference and have a strong background in educational leadership, this opportunity is for you.

Benefits

Fully benefit eligible

Professional development opportunities

Supportive work environment

Collaborative team atmosphere

Qualifications

• Master's degree in Educational Administration and relevant school administration experience.
• Experience in equity work, restorative practices, and trauma-informed practices.

Responsibilities

• Assist Principals in school administration and manage assigned programs.
• Conduct performance evaluations and provide recommendations for programs.

Skills

Leading and/or supervising staff

Conducting performance evaluations

Developing and implementing curriculum

Assessing student achievement

Managing programs and services

Communication and interpersonal skills

Education

Master's degree in Educational Administration

Tools

Computers and related software applications

Job description

Application Deadline: Tuesday, May 6th, 2025

Position Information

This position is 1.0 FTE position with an expected start date of July 1, 2025. Starting salary is based on years of experience. This position is fully benefit eligible, please click here to review the full contract and benefits offered.


Nature of Work

Incumbents are responsible for assisting Principals in the overall administration of the school; assisting in supervising all instructional and support staff members; and developing, implementing and managing assigned school programs.

Typical Class Responsibilities

• Conducts performance evaluations of teachers, counselors, and other staff as assigned; conducts pre and post-conference meetings; conducts observations; writes evaluations; and helps staff with ongoing support and advice.
• Provides recommendations to Principals/Managers in developing, planning, and administering District programs and curriculum; and works closely with teachers and staff to identify academic and classroom needs to consider in the development of programs, curriculum, and support services.
• Provides recommendations to Principals/Managers in regards to planning and administering comprehensive student behavioral and discipline programs, ensuring consistency in the interpretation and application of policies and procedures, working closely with students, teachers, staff, and parents.
• Provides academic and social support to students in areas that may include: participating and providing input during Individualized Education Plan meetings; providing oversight for Due Process; assisting students and overseeing staff in crises; and helping to identify supportive steps and responses for students with social and emotional challenges.
• Participates in a variety of meetings, which may include: District meetings, parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
• Performs related functions, which may include: ensuring staff coverage across programs; assisting in the planning of staff development activities; preparing agendas, correspondence, and reports; responding to inquiries; developing and implementing school schedules; and performing related duties.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

Master's degree in Educational Administration and related experience in school administration.

Licensure Requirements

Licensed or the ability to obtain a license as a Director of Special Education issued from the Minnesota Professional Educator Licensing and Standards Board and a teaching license in a special education field (K-12).

Preferred Qualifications

Experience in the following areas: leading and developing staff in equity work, restorative practices, and trauma informed practices; MTSS framework pertaining to academic and behavioral supports; and building and maintaining a healthy and positive school culture amongst staff and students.

Knowledge Requirements

• Lead and/or supervisory principles and practices
• Education administration principles and practices
• Performance evaluation principles and practices
• Curriculum development
• Classroom management principles and practices
• Student assessment methods
• Proactive behavior management
• Applicable local, state, and federal laws, rules, and regulations
• Recordkeeping principles
• Computers and related software applications

Skill Requirements

• Leading and/or supervising staff
• Conducting performance evaluations and assessments
• Developing, implementing, and evaluating lessons/curriculum
• Assessing student achievement and learning
• Conducting behavioral assessments and preparing recommendations
• Managing programs and services
• Providing customer service
• Applying local, state, and federal laws, rules, and regulations
• Preparing and maintaining records and reports
• Applicable local, state, and federal laws, rules, and regulations
• Operating a computer and applicable software applications
• Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction

Physical Requirements

Positions in this class typically require: reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Walking and standing are required only occasionally.

Special Education Profile

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District's mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.

Our highly structured, safe learning environments share these characteristics:

• Classrooms of 4-10 students supported by 1-4 trained education assistants.
• Behavior management support, on-site mental health professionals, due process and curriculum support staff.
• In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive.
Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.