Education Assistant Specialist

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Bellaire Education Center

Bellaire Education Center is a middle school that serves students in grades 6-8 who have autism spectrum disorders (ASD) and developmental cognitive disabilities (DCD). Hands-on learning ensures our nature-based curriculum and community partnerships prepare students to be successful in high school and beyond. To learn more about Bellaire Education Center, click here.

Position Information

This position is a 7 hour/day position, with 183 paid days per year. Bellaire Education Center follows a year round 'stretch' calendar, see attached. Starting hourly pay is $23. This position is fully benefit eligible, please click here to review the full contract and benefits offered. Anticipated start date for this position is the end of June 2026.

Nature of Work

Incumbents are responsible for providing instructional and behavioral support to students individually or in small groups, and ensuring a safe and healthy education environment. Responsibilities may include: assisting teachers with modifying curriculum, class activities or materials; providing instructional support in various disciplines and facilitating social skills; monitoring students' behavior to ensure a safe and healthy environment; de-escalating student issues; providing physical care; and maintaining and preparing routine records and reports.

Typical Class Responsibilities

• Assists teachers by providing instructional support to students where differentiated/modified instruction is needed; secures the necessary equipment needed within the class to accommodate specialized student needs.
• Assists teachers with overseeing the safety, personal conduct, personal care, and behavior of the students; redirects students engaging in negative or unexpected behavior; documents behaviors; implements behavior support plans and monitors for effectiveness; intervenes when necessary to deescalate students deemed to be in crises.
• Assists with the instruction of student workers by providing guidance in the handling of industry specific tools and machinery, maintaining work areas, and preventing accidents.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

• High School Diploma or equivalent (G.E.D.)
• Two years of study at an institution of higher education (60 college credits) OR an Associate degree (or higher) OR successful completion of the Paraeducator training and assessments (District funded)
• 1 to 3 years successful experience working with adolescents and/or individuals with special needs. Other successful work experience can be considered.

Knowledge Requirements

• Applicable subject matter(s)
• Assistive learning tools
• Student support principles
• Recordkeeping principles
• Applicable local, state and federal laws, rules, and regulations
• Computer and related software applications

Skill Requirements

• Monitoring children in an educational setting
• Observing and recording student behavior
• Using assistive learning tools
• Preparing and maintaining records and reports
• Applying local, state and federal laws, rules, and regulations
• Operating a computer and applicable software applications
• Communication, interpersonal skills as applied to interaction with subordinates, 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: climbing, balancing, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions
• Heavy Work: Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of forces constantly to move objects
• Job requirements include:
• Occasionally (1-33% of the time) run, climb or balance, taste and smell, and lift up to 100lbs
• Frequently (34-66% of the time) sit, reach with hands and arms, stoop/kneel/crouch or crawl, and lift up to 25lbs
• Continuously (67-100% of the time) stand, walk, use hands, and talk and hear

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.

To learn more about Northeast Metro 916 Intermediate School Disrtict, click here.

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Quora Secondary School

Located in Little Canada, Minnesota, Quora Secondary School serves students in grades 9-12 who have Emotional Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and Developmental Cognitive Disabilities (DCD) and certain low-incidence disabilities. To learn more about Quora Secondary School, click here.

Position Information

This position is a 1.0 FTE position (184 days), starting salary is based on education and years of experience. This position includes a $2,000 annual stipend to support the maintenance of RN and PHN licenses. This position is fully benefit eligible, please click here to review the full contract and benefits offered. The expected start date is August 2026.

Nature of Work

Incumbents are responsible for providing health care for illness and injury, emotional support and preventing communicable diseases to ensure safe and healthy environments for the students. Responsibilities may include: conducting health assessments; performing first aid; coordinating with doctors, internal departments and external agencies to provide referrals and health care; preparing, maintaining and reviewing medical records; and providing recommendations and trainings to students, families, teachers and other staff.

Typical Class Responsibilities

• Provides medical care to students including emergency first aid and treatment for illnesses and injuries using the nursing process of assessment, diagnosis, planning, implementation and evaluation to direct care; administers medications in accordance with doctors' orders; may delegate and monitor specific nursing tasks to promote the health of students.
• Completes student health/physical assessments to identify health needs and services that may be required; assists in the identification of students with chronic or significant health needs and creates individualized health plans and/or emergency care plans for students as applicable.
• Monitors health office activities; prepares and maintains accurate and detailed records of services rendered and case histories of treatment; disseminates information to appropriate staff; completes and supervises third party reimbursement documentation; ensures compliance with applicable protocols and legal and regulatory requirements.
• Promotes the health and well-being of the school community through ongoing monitoring of educationally relevant medical findings; conducts ongoing disease surveillance to monitor communicable diseases; collaborates with students, families, educators, staff and public health agencies to promote optimal health practices.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

Bachelor's degree in nursing or health field; 3 years of related experience; and CPR/First Aid certified.

Licensing Requirements

Registered Nurse (RN), Public Health Nurse (PHN) and licensed or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) as a School Nurse (Pre-K - 12).

Knowledge Requirements

• Nursing principles, procedures, and techniques;
• Medical treatment protocols including first aid and emergency care;
• Medical terminology;
• Medication administration;
• Student health/physical assessments;
• Health promotion and safety;
• Customer service principles;
• Recordkeeping principles;
• Computers and related software applications.

Skill Requirements

• Taking vital signs;
• Administering medical treatments;
• Changing and dressing wounds;
• Administering medication safely;
• Performing medical testing;
• Performing student health/physical assessments;
• Maintaining confidentiality;
• Providing customer service;
• Using a computer and related software applications;
• Communication, interpersonal skills as applied to interaction with subordinates, 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: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

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.

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Position Information

Location: Columbia Heights High School

Schedule: June 15 - July 23 (Monday - Friday); No School June 19 and July 2 - 10

84 hours, Monday - Friday, 8:00 a.m. - 12:00 p.m.

Pay: $19.25/hour

Nature of Work

Incumbents are responsible for providing educational support following established procedures. Responsibilities may include: setting up and organizing individual or group activities; providing instructional support; monitoring students' behavior to ensure a safe and healthy environment; maintaining and preparing records and reports; and maintaining equipment.

Typical Responsibilities

• Assisting teachers with planning, preparation and implementation of differentiated instruction for individual students and groups; preparing and organizing learning materials.
• Assisting teachers with student record keeping, including collecting and entering data for progress reports and other documents.
• Monitoring students at all times, including support of physical cares as needed.
• Performing other job-related duties as assigned.

Qualifications

• High School Diploma or equivalent (G.E.D.)
• 1-3 years successful experience working with adolescents, and/or individuals with special needs (other successful work experience considered)
• To years of study at an institution of higher education (60 college credits), and Associate degree (or higher) or successful completion of the Paraeducator training and assessment (District funded)

Physical Requirements

• Positions in this class typically require: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing and repetitive motions

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, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

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Application Deadline: Sunday, May 10, 2026

Position Information

This position is 1.0 FTE position with an expected start date of July 1, 2026. 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.

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Karner Blue Education Center

Located in Circle Pines, Minnesota, Karner Blue Education Center serves students in grades K-8 who have Emotional Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and Developmental Cognitive Disabilities (DCD). Environmental supports create a controlled space for students to learn, play and relax. The focus on nature provides a calming atmosphere, and educational philosophies tied to nature build a student's connection to their world. The Karner Blue Education Center employs the Compassionate School model, which fosters physical and emotional well-being by enabling students to build relationships, self-regulate, and achieve success in both academic and non-academic contexts. To learn more about Karner Blue Education Center, click here.

Position Information

This position is a 1.0 FTE position (184 days). Starting salary is based on education and years of experience. This position includes a $2,000 annual stipend to support the maintenance of BCBA certification. This position is fully benefit eligible, please click here to review the full contract and benefits offered. Anticipated start date for this position is mid-August.

Nature of Work

Incumbents are responsible for consulting with staff to plan strategies for, and ensure standardization of, managing student behavior. Responsibilities may include developing standard policies and practices related to functional behavior assessments; collaborating with staff and parents to improve student behavior, achievement, and engagement; observing students and assessing behavior; and training staff in the implementation of behavior management practices.

Typical Class Responsibilities

• Develops standardized procedures related to Functional Behavior Assessments, restraint, seclusion, and other behavioral management areas for the District; and prepares a standards packet for use across the District.
• Administers and analyzes student needs assessments; conducts observations; and collaboratively creates plans of action to meet the individual needs of students.
• Collaborates, facilitates, and attends meetings with administrators, teachers, staff, families, community resources, social workers, and others to coordinate and provide behavioral support services to students.
• Conducts research to identify appropriate professional development materials and training; collaborates in the development of associated materials; and provides training to staff.
• Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
• Performs other duties of a similar nature or level.

Minimum Requirements

Requires a minimum of a master's degree in Education or closely related field and three years of related work experience and certification as a Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst.

Knowledge Requirements

• Human behavior in the social environment
• Behavioral assessment strategies and techniques
• Problem solving techniques
• Community resources
• Case management principles and practices
• Child development and learning
• Applicable local, state, and federal laws, rules, and regulations
• Recordkeeping principles
• Computers and related software applications

Skill Requirements

• Conducting behavioral assessments;
• Identifying and resolving problems;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• 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: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

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.

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Position Information

This position is a 1.0 FTE position (184 days). This position will serve both Quora Secondary School and the WELS (Work Experience Life Skills) program. Starting salary is based on education and years of experience. This position includes a $2,000 annual stipend to support the maintenance of BCBA certification. This position is fully benefit eligible, please click here to review the full contract and benefits offered. Anticipated start date for this position is mid-August.

Nature of Work

Incumbents are responsible for consulting with staff to plan strategies for, and ensure standardization of, managing student behavior. Responsibilities may include developing standard policies and practices related to functional behavior assessments; collaborating with staff and parents to improve student behavior, achievement, and engagement; observing students and assessing behavior; and training staff in the implementation of behavior management practices.

Typical Class Responsibilities

• Develops standardized procedures related to Functional Behavior Assessments, restraint, seclusion, and other behavioral management areas for the District; and prepares a standards packet for use across the District.
• Administers and analyzes student needs assessments; conducts observations; and collaboratively creates plans of action to meet the individual needs of students.
• Collaborates, facilitates, and attends meetings with administrators, teachers, staff, families, community resources, social workers, and others to coordinate and provide behavioral support services to students.
• Conducts research to identify appropriate professional development materials and training; collaborates in the development of associated materials; and provides training to staff.
• Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
• Performs other duties of a similar nature or level.

Minimum Requirements

Requires a minimum of a master's degree in Education or closely related field and three years of related work experience and certification as a Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst.

Knowledge Requirements

• Human behavior in the social environment
• Behavioral assessment strategies and techniques
• Problem solving techniques
• Community resources
• Case management principles and practices
• Child development and learning
• Applicable local, state, and federal laws, rules, and regulations
• Recordkeeping principles
• Computers and related software applications

Skill Requirements

• Conducting behavioral assessments;
• Identifying and resolving problems;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• 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: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

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.

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Pankalo Education Center

Located in Lake Elmo, Minnesota, Pankalo Education Center serves students in grades K-8 who have Emotional Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DCD) and certain Low-Incidence Disabilities. Pankalo has an integrated arts theme; the goal is to provide a compassionate, creative, safe, and child-centered learning environment where our students grow academically, socially, and personally while tapping into their creativity. To learn more about Pankalo Education Center, click here.

Position Information

This position is a 1.0 FTE position (184 days). Starting salary is based on education and years of experience. This position includes a $2,000 annual stipend to support the maintenance of BCBA certification. This position is fully benefit eligible, please click here to review the full contract and benefits offered. Anticipated start date for this position is mid-August.

Nature of Work

Incumbents are responsible for consulting with staff to plan strategies for, and ensure standardization of, managing student behavior. Responsibilities may include developing standard policies and practices related to functional behavior assessments; collaborating with staff and parents to improve student behavior, achievement, and engagement; observing students and assessing behavior; and training staff in the implementation of behavior management practices.

Typical Class Responsibilities

• Develops standardized procedures related to Functional Behavior Assessments, restraint, seclusion, and other behavioral management areas for the District; and prepares a standards packet for use across the District.
• Administers and analyzes student needs assessments; conducts observations; and collaboratively creates plans of action to meet the individual needs of students.
• Collaborates, facilitates, and attends meetings with administrators, teachers, staff, families, community resources, social workers, and others to coordinate and provide behavioral support services to students.
• Conducts research to identify appropriate professional development materials and training; collaborates in the development of associated materials; and provides training to staff.
• Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
• Performs other duties of a similar nature or level.

Minimum Requirements

Requires a minimum of a master's degree in Education or closely related field and three years of related work experience and certification as a Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst.

Knowledge Requirements

• Human behavior in the social environment
• Behavioral assessment strategies and techniques
• Problem solving techniques
• Community resources
• Case management principles and practices
• Child development and learning
• Applicable local, state, and federal laws, rules, and regulations
• Recordkeeping principles
• Computers and related software applications

Skill Requirements

• Conducting behavioral assessments;
• Identifying and resolving problems;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• 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: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

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.

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About the Summer Transition Program

The Summer Transition Program (STP) provides experiences addressing the unique transition needs of students who are Blind, Low Vision or Deaf Blind. The critical nature of transition skills and the expanded core curriculum allow students to increase independence in school, home and work environments. STP will be in person at the University of St. Thomas. Students will have opportunities tow work towards transition areas necessary for independence beyond high school.

2026 Summer Transition Program: June 20 - June 30

There will be a mandatory staff meeting on Thursday June 18, 2026 from 4 p.m. - 8 p.m. This position will be assigned up to 55 hours of work. Staff may be scheduled both during the day and in the evening. Applicants are expected to list their availability in the application. Application deadline: May 18th, 2026

Position Information

Incumbents are responsible for providing educational support following established procedures. Responsibilities may include: setting up and organizing individual or group activities; providing instructional support; monitoring students' behavior to ensure a safe and healthy environment; maintaining and preparing records and reports; and maintaining equipment.

Typical Responsibilities

• Assisting teachers with planning, preparation and implementation of differentiated instruction for individual students and groups; preparing and organizing learning materials.
• Assisting teachers with student record keeping, including collecting and entering data for progress reports and other documents.
• Monitoring students at all times, including support of physical cares as needed.
• Performing other job-related duties as assigned.

Qualifications

• High School Diploma or equivalent (G.E.D.)
• 1-3 years successful experience working with adolescents, and/or individuals with special needs (other successful work experience considered)
• To years of study at an institution of higher education (60 college credits), and Associate degree (or higher) or successful completion of the Paraeducator training and assessment (District funded)

Physical Requirements

• Positions in this class typically require: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing and repetitive motions

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, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

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About the Summer Transition Program

The Summer Transition Program (STP) provides experiences addressing the unique transition needs of students who are Blind, Low Vision or Deaf Blind. The critical nature of transition skills and the expanded core curriculum allow students to increase independence in school, home and work environments. STP will be in person at the University of St. Thomas. Students will have opportunities tow work towards transition areas necessary for independence beyond high school.

2026 Summer Transition Program: June 20 - June 30

There will be a mandatory staff meeting on Thursday June 18, 2026 from 4 p.m. - 8 p.m. This position will be assigned up to 75 hours of work. Staff may be scheduled both during the day and in the evening. Applicants are expected to list their availability in the application. Application deadline: May 18th, 2026

Responsibilities

Under the direction of the Manager and STP directors, this position will perform duties involved with the implementation of District policies, curriculum and instructional programs. Positions are responsible for assessing and implementing programs to meet the instructional, physical, emotional and vocational needs of students in accordance with due process, existing programming, rules and policies.

Requirements

• Minimum of a bachelor's degree
• ACVREP certification as an Orientation and Mobility Specialist
• Previous work experience with STP preferred
• Authorization as a driver in current school district preferred

Physical Requirements

• Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing and seeing

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, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

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Quora Secondary School

Located in Little Canada, Minnesota, Quora Secondary School serves students in grades 9-12 who have Emotional Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and Developmental Cognitive Disabilities (DCD) and certain low-incidence disabilities. To learn more about Quora Secondary School, click here.

Position Information

This position is a 1.0 FTE position (184 days), starting salary is based on education and years of experience. This position is fully benefit eligible, please click here to review the full contract and benefits offered.

Nature of Work

Responsible for teaching students in assigned disciplines in classrooms, small groups, or at home; adapting teaching methods and instructional materials to meet students' varying needs and interests; developing individual educational plans designed to promote students' educational, physical, or social development; establishing and enforcing rules for behavior and procedures for maintaining order among students; administering tests to help determine students' developmental levels, needs, or potential; and conferring with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.

Typical Class Responsibilities

• Implements and delivers instructional activities to students; instructs and monitors students in the use of learning materials and resources; monitors and assesses student progress and competency mastery, which includes: identifying appropriate assessment methods; developing and administering tests; grading assigned student work; providing performance feedback; and performing other related activities.
• Develops, implements, and evaluates curriculum; establishes learning objectives; prepares and evaluates lesson plans; evaluates and selects instructional resources and/or specialized resources; adapts materials and curriculum to meet the needs of students with varying backgrounds, learning styles, and special needs.
• Manages student behavior, which includes: developing and implementing classroom rules and applicable disciplinary procedures; assisting in the administration of applicable behavioral policies and rules; and providing appropriate interventions and strategies to address behavior issues.
• Maintains accurate and complete student records including grades, achievements, development, and attendance; ensures Due Process rights of students are maintained, as applicable; and develops and writes Individualized Educational Plans and associated reports, as applicable.
• Participates in a variety of meetings, which may include: parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
• Performs related support functions, which may include: preparing correspondence and reports; responding to inquiries; and performing related duties.
• Provides feedback to education and student assistants; gives direction to assistants as necessary.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

This position requires a minimum of a bachelor's degree and license or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in Emotional Behavior Disorders (K-12), Autism Spectrum Disorders (K-12) or Developmental Disabilities (K-12).

Knowledge Requirements

• Applicable learning theories and teaching methods;
• Curriculum development;
• Student assessment methods;
• Proactive behavior management;
• Classroom management principles and practices;
• Instructional methods and practices;
• Differentiated instructional methods and practices;
• Applicable local, state, and federal laws, rules, and regulations;
• Recordkeeping principles;
• Computers and related software applications.

Skill Requirements

• Developing, implementing, and evaluating lessons;
• Assessing student achievement and learning;
• Identifying and utilizing instructional resources and/or specialized resources;
• Managing classroom behavior;
• Developing assessment materials;
• Modifying lesson plans for specialized populations;
• Maintaining applicable student records;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• 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: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

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.

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WELS (Work Experience Life Skills)

Located in Little Canada, Minnesota, WELS serves students ages 18-22 who have Emotional Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and Developmental Cognitive Disabilities (DCD). To learn more about WELS (Work Experience Life Skills), click here.

Position Information

This position is a 1.0 FTE position (184 days), starting salary is based on education and years of experience. This position is fully benefit eligible, please click here to review the full contract and benefits offered.

Nature of Work

Responsible for teaching students in assigned disciplines in classrooms, small groups, or at home; adapting teaching methods and instructional materials to meet students' varying needs and interests; developing individual educational plans designed to promote students' educational, physical, or social development; establishing and enforcing rules for behavior and procedures for maintaining order among students; administering tests to help determine students' developmental levels, needs, or potential; and conferring with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.

Typical Class Responsibilities

• Implements and delivers instructional activities to students; instructs and monitors students in the use of learning materials and resources; monitors and assesses student progress and competency mastery, which includes: identifying appropriate assessment methods; developing and administering tests; grading assigned student work; providing performance feedback; and performing other related activities.
• Develops, implements, and evaluates curriculum; establishes learning objectives; prepares and evaluates lesson plans; evaluates and selects instructional resources and/or specialized resources; adapts materials and curriculum to meet the needs of students with varying backgrounds, learning styles, and special needs.
• Manages student behavior, which includes: developing and implementing classroom rules and applicable disciplinary procedures; assisting in the administration of applicable behavioral policies and rules; and providing appropriate interventions and strategies to address behavior issues.
• Maintains accurate and complete student records including grades, achievements, development, and attendance; ensures Due Process rights of students are maintained, as applicable; and develops and writes Individualized Educational Plans and associated reports, as applicable.
• Participates in a variety of meetings, which may include: parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
• Performs related support functions, which may include: preparing correspondence and reports; responding to inquiries; and performing related duties.
• Provides feedback to education and student assistants; gives direction to assistants as necessary.
• Performs other duties of a similar nature or level.

Training and Experience Requirements

This position requires a minimum of a bachelor's degree and license or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in Emotional Behavior Disorders (K-12), Autism Spectrum Disorders (K-12) or Developmental Disabilities (K-12).

Knowledge Requirements

• Applicable learning theories and teaching methods;
• Curriculum development;
• Student assessment methods;
• Proactive behavior management;
• Classroom management principles and practices;
• Instructional methods and practices;
• Differentiated instructional methods and practices;
• Applicable local, state, and federal laws, rules, and regulations;
• Recordkeeping principles;
• Computers and related software applications.

Skill Requirements

• Developing, implementing, and evaluating lessons;
• Assessing student achievement and learning;
• Identifying and utilizing instructional resources and/or specialized resources;
• Managing classroom behavior;
• Developing assessment materials;
• Modifying lesson plans for specialized populations;
• Maintaining applicable student records;
• Applying local, state, and federal laws, rules, and regulations;
• Preparing and maintaining records and reports;
• 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: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

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.

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About the Summer Transition Program

The Summer Transition Program (STP) provides experiences addressing the unique transition needs of students who are Blind, Low Vision or Deaf Blind. The critical nature of transition skills and the expanded core curriculum allow students to increase independence in school, home and work environments. STP will be in person at the University of St. Thomas. Students will have opportunities tow work towards transition areas necessary for independence beyond high school.

2026 Summer Transition Program: June 20 - June 30

There will be a mandatory staff meeting on Thursday June 18, 2026 from 4 p.m. - 8 p.m. This position will be assigned up to 75 hours of work. Staff may be scheduled both during the day and in the evening. Applicants are expected to list their availability in the application. Application deadline: May 18th, 2026

Responsibilities

Under the direction of the Manager and STP directors, this position will perform duties involved with the implementation of District policies, curriculum and instructional programs. Positions are responsible for assessing and implementing programs to meet the instructional, physical, emotional and vocational needs of students in accordance with due process, existing programming, rules and policies.

Qualifications

• Minimum of a bachelor's degree
• Licensed or able to obtain a license from the Minnesota Professional Educator Licensing and Standards Board (PELSB) in Blind or Visually Impaired (B-12)
• Previous work experience with STP preferred
• Authorization as a driver in current school district preferred.

Physical Requirements

• Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing and seeing

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, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

","statusId":"PUBLISHED","category":{"id":"2570","name":"Licensed Staff","typename":"JobPostingCategory"},"jobPostingTypeId":"TEMPORARY","payTypeId":"HOURLY","minPay":null,"maxPay":null,"location":{"id":"15416","name":"Summer Transition","typename":"SimpleLocation"},"activeInternalOnDateUtc":null,"activePublicOnDateUtc":"2026-04-09T05:00:00Z","pausedOnDateUtc":null,"closedOnDateUtc":null,"allowsRemote":false,"__typename":"SimpleJobPosting"},{"id":"161236","name":"Maintenance Engineer","orgId":"2372","organizationName":"Northeast Metro 916","orgLogo":"https://redroverlogos.blob.core.windows.net/orglogos/2372-Logo-638495810579719431.png","description":"

Position Information

This position is 8 hours/day (Monday-Friday, 7:00 a.m. - 3:00 p.m.). This position is assigned to Quora Education Center. The starting hourly