Frontline Applicant Tracking - Sun Prairie Area School District

Openings as of 4/15/2025

Associate Principal- Creekside Elementary

JobID: 2818

Position Type:
  Administrator - Associate Principal/Associate Principal - Elementary


Date Posted:
  3/21/2025


Location:
  Creekside Elementary


Date Available:
  08/01/2025


Closing Date:
  04/16/2025


  Additional Information:  Show/Hide

The Sun Prairie Area School District is seeking an equity focused and dynamic instructional leader with expertise and extensive experience in special education to become the next Associate Principal of Creekside Elementary School. 
 
The specifics of the elementary associate principal job description are unique to Sun Prairie.  A special education/student services license and professional experience are required for this job.  Applicants must hold or be willing to start working toward a principal license.   Potential applicants should carefully review the job description and certification requirements to ensure the licensure and teaching experiences to serve in this role.
 
Creekside Elementary School is a Title 1 school serving approximately 349 students in grades 4K-5. Creekside Elementary has a 9.9% mobility rate and 49% of the student body qualify for free/reduced lunch. 20% of students at Creekside meet criteria under IDEA as students with disabilities. 42% of students identify as white, 27% African American, 12% Hispanic, 12% two or more races, 7% Asian, and <1% American Indian and Pacific Islander.   
 
The principal & associate principal leadership team of Creekside Elementary School will work together to lead the success of ALL students.  Only individuals with a strong personal mission for the success of ALL students and a body of work that provides evidence of these skills should apply.
 
This posting will close at 11:59 pm on April 16th. 
Questions about this position may be directed to Jennifer Apodaca, Director of Students Services, jjapoda@sunprairieschools.org or Katie Mould, Creekside Principal, kkmould@sunprairieschools.org.

SUMMARY:
An Elementary Associate Principal supports the Principal and the Director of Student Services in promoting the success of all students by: 
1. Leading toward the merger of all services to wrap around all students based on needs.
2. Building the vision with staff and providing support to staff as their roles evolve to meet better the needs of all students.
3. Participating as a member of proactive, collaborative problem-solving teams that invent solutions from the ground up in support of all students.
4. Securing and developing experienced staff to assist others in meeting the needs of all students.
5. Securing resources to enable staff to meet the needs of all students.
ESSENTIAL RESPONSIBILITIES include the following: Other duties may be assigned. 
1. Ensures Individuals with Disabilities Education Act (IDEA) compliance including timelines, content and implementation of IEP programs and placements.
2. Ensures Section 504 compliance including evaluation procedures, plan implementation, and student protections.
3. Assists with posting positions, interviewing and hiring staff.
4. Leads staff in development and implementation of instructional methods, materials, assistive technology and techniques and service delivery for all students.
5. Acts as a primary resource to teachers, administrators and parents when problems occur involving a student with a disability or a student who is struggling academically or behaviorally.
6. Assists the Executive Director of Student Services, Principals and other staff in the development, implementation and evaluation of individual programs, services offered, diagnostics and class lists.
7. Facilitates effective communication between all staff members and parents.
8. Joins the building Principal in serving as Local Education Agency (LEA) representative at IEP meetings.
9. Assists student services staff members in review of records of transfer students to ensure proper student placement and appropriate service provision.
10. Trains staff in the use of Functional Behavioral Assessments, the development of Positive Behavioral Support Plans, the use of non-violent crisis intervention techniques and the legal requirements of seclusion and restraint.
11. Coordinates Extended School Year services.
12. Collaborate with the principal to regularly examine data, apply equitable teaching and behavioral management practices and constantly review professional practice.
13. Works closely with principal and leadership teams to develop, implement, teach, and support school-wide systems and processes such as PBIS, RtI, and the teams associated with ensuring the academic and behavioral success of all students.
14. Plans, coordinates, and implements professional development focused on PBIS and RtI for ongoing understanding and implementation in the school.
15. Works to support and promote shared responsibility, collaboration, engagement and inclusive practices for all students, reflecting the merging of instructional services and student services at the building level.
16. Works with the principal to address behavior issues and follow through with student interviews, contact with parents, and necessary logical consequences.  
17. Facilitates coordination of state and district assessments.
18. Plans, coordinates and implements professional development for staff meetings, grade level meetings, and common team meetings.
19. Facilitates systematization of services and programs between levels by overseeing student transitions.
20. Serves as “person in charge” when the principal must be out of the building.
21. Ensures that teachers and staff are aware of the most current theories and practices of learning and make the discussion of these a regular aspect of the school’s culture.
22. Inspires and lead new and challenging innovations.
23. Fosters shared beliefs and a sense of community and cooperation.
24. Communicates and operates from solid values about education.
25. Maintains current knowledge base about best practices in curriculum, instruction, and assessment.
26. Supports school’s goals and keeps those goals in the forefront of the school’s attention while protecting teachers from issues or influences that would detract from their teaching time or focus.
27. Implements a clearly understood, fair discipline code that promotes student learning, orderliness, and safety.
SUPERVISORY RESPONSIBILITIES:
Provides supervision and evaluation of support staff, special education teachers and student services staff members.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
Master’s Degree in education with a minimum of three years experience as special education program support teacher, special education coordinator, lead special education teacher or other type of instructional leadership role in a public school system.  Must possess or be enrolled in a program to possess a principal license.  Director of pupil service license also preferred.  Experience in providing inservice training for staff in the area of instructional practice.  Experience in using technology for instructional and administrative applications.  
 
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or government regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of students, staff, parents, administrators, school board, and community.
 
MATHEMATICAL SKILLS:
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.  Ability to apply basic concepts of algebra and geometry.  Ability to work with mathematical statistics.
 
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory in specific field.  Working knowledge of word processing, spreadsheet, database, and presentation software applications.  Ability to establish and maintain effective working relationships with students, staff, and the community.  Ability to communicate clearly and concisely both in written and written format.  Ability to perform duties with awareness of all district and school board policies.
 
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical and diagram form and deal with several abstract and concrete variables.
 
TEMPERAMENTS:
Ability to direct others, deal with people, and influence people in their opinions, attitudes, and judgments.  Ability to perform a variety of duties.  Ability to work with people who express conflicting opinions.  Ability to solve problems, make judgments, and reach conclusions.
 
PHYSICAL ATTRIBUTES:  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.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close visions, distance vision, peripheral vision, and depth perception.
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise environment is quiet to loud depending upon the activity in the particular part of the day and the location. 
 
CERTIFICATES, LICENSES:
Must possess or be currently enrolled in a program to possess a Wisconsin Department of Public Instruction license for Principal, or Pre K-12 Principal License, Code 51.  Must possess and maintain or be eligible to obtain a current Wisconsin Department of Public Instruction license to teach.  Driver’s License.
 
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.


Attachment(s):
• 2025-26 215 DAY ADMINISTRATOR CALENDAR.pdf



Email To A Friend
Print Version

Openings as of 4/15/2025

Long Term Special Education Assistant Substitute

JobID: 2647

Position Type:
  Substitute - Support Staff/Substitute Special Education Assistant


Date Posted:
  10/23/2024


Location:
  Creekside Elementary


Date Available:
  11/01/2024


  Additional Information:  Show/Hide
Hourly Rate: $20.39

This position is to cover as a Special Education Assistant from approximately November 1 - 30, 2024 for grades K-5.

Summary: The purpose of this position is to assist teachers in meeting the comprehensive needs of students with disabilities in the educational environment.
 
Essential Duties and Responsibilities: The following duties are normal for this position. These are not to be construed as exclusive or all inclusive. Other duties may be required and/or assigned.
1. Maintains a safe learning atmosphere for students to enable them to meet or surpass their capabilities.
2. Supports and facilitates all IEP/504 goals/plans set by IEP/504 Teams and collect related behavioral and academic data.
3. Facilitates the inclusion of students whenever and wherever possible, be that the classroom or the community; also promotes acceptance of differences with students, staff and community.
4. Leads small groups and one-on-one instruction under the guidance of a teacher.
5. Facilitates student accommodations on assignments and tests.
6. Provides student supervision across all educational environments.
7. Must be able to take and follow through with directives and instructions consistently from special education contact teacher, as well as be able to independently make decisions and solve problems to meet the needs of students.
8. Prepares and maintains detailed notes, plans and materials for substitutes when absent.
9. Provides basic first aid to students; maintains injury/attendant care logs and participates in and keeps current certification in appropriate training sessions, such as bloodborne pathogens, medication administrations, CPR, first aid, non-violent crisis intervention, tube feeding, transfers and lifts for students with physical limitations, and others as required for specific assigned position.
10. Provides self-care assistance for students, including but not limited to feeding, diapering and toileting, etc. May come in contact with bodily fluids.
11. Performs or assists with health procedures such as: catheterization, tube feedings, diaper changes, glucose monitoring as assigned after training completed.
12. Follows all relevant district policies and procedures including District Technology Use Policy throughout work day. 
Minimum Training and Experience Required to Perform Essential Job Functions:
1. High school graduate with technical training in special education, or any combination of education and experience that provides equivalent knowledge, skills and abilities;
2. DPI certification provided by employee
3. CPR, non-violent crisis intervention, and first aid certification.
4. Must meet the following NCLB standards for this position: (1) Completed two years of study at an institution of higher education, (2) obtained an associate’s degree (or higher) or (3) be able to demonstrate through a formal assessment, the ability to assist in instructing reading, writing and mathematics.
5. Must possess a valid driver’s license.
Physical Requirements: 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
• Ability to sit or stand for prolonged periods, up to 90% of an eight-hour day, without back support.
• Ability to perform light to moderate physical work, frequently lifting up to 10 to 15 pounds without assistance, and when needed, lifting up to 50 to 80 pounds with assistance.
• Ability to freely move throughout the building to keep pace with assigned students both in crisis and non-crisis times.
• Ability to reach in all directions with full range of motion, bend/stoop and use hand/eye coordination to assist students in any required capacity when needed.
• Ability to complete job duties in an environment where background noise and frequent interruptions are the norm while maintaining concentration and focus.
• Ability to assist students with disabilities through lifts transfers, positioning, restraint, etc., while maintaining personal and student safety.
• Must have current physical exam on file with the district certifying employee is able to meet all job qualifications.
Mathematical Ability:
• Ability to add, subtract, multiply, divide and calculate decimals and percentages
• Ability to do basic algebra and geometry
• Ability to pass a skills performance task at the level they are supporting
Language Ability and Interpersonal Communication:
• Ability to comprehend, interpret and/or prepare a variety of documents, including attendance reports, , disciplinary reports, etc., test and instructional materials, confidential files, health cards, , student/family handbook, purchase orders, etc., using prescribed format and conforming to all rules of punctuation, grammar, diction, and style.
• Ability to record and deliver information, explain procedures, and follow instructions.
• Ability to communicate effectively with teachers, students, parents, administrators,  police officers, nurses, the general public, and others verbally and in writing
• Ability to use and interpret special education terminology
• Ability to pass a skills performance task at the level they are supporting
• Ability to be responsive to curriculum changes
Knowledge, Skills and Abilities:
• Ability to pass a skills performance task at the level they are supporting Language
• Demonstrated ability to prioritize tasks requiring timelines and accuracy.
• Demonstrated ability to be a collaborative and confidential team member.
• Ability to learn to use Assistive Technology devices or software with training
• Ability to use and interpret special education terminology
• Ability to pass a skills performance task at the level they are supporting
• Ability to work with physically and verbally aggressive students
The Sun Prairie Area School District is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the School District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.




Email To A Friend
Print Version

Openings as of 4/15/2025

Instructional Assistant

JobID: 2712

Position Type:
  Support Staff - Instructional Support/Instructional Assistant


Date Posted:
  12/16/2024


Location:
  Creekside Elementary


  Additional Information:  Show/Hide
Hourly Rate: $18.02+ (based on experience) 

This position is full time, 7.5 hours per day (7:25 am - 2:55 pm), Monday through Friday, during the school year.  See attached calendar for exact work dates.  This position comes with paid time off and is benefit eligible.  

Summary
The purpose of this position is to provide the best academic and social/emotional environment to ensure learning for all students in all school settings, including classroom and playground.  To create a learning experience that maximizes the intellectual, social, emotional, and physical development of the students and helps them to learn to problem solve. To supervise students ensuring their safety and well-being on the playground, bus area, cafeteria, classrooms, and transitional spaces before, during, and after school.

Essential Duties and Responsibilities
The following duties are normal for this position.  These are not to be construed as exclusive or all-inclusive.  Other duties may be required and assigned.
• Supervises students on the playground, cafeteria, classrooms and other areas before, during and after school.
• Maintains safe environments before, during and after school in structured and non-structured settings understanding individual student intervention strategies including IEPs.
• Oversees the cafeteria during breakfast and lunch, following state sanitation regulations and monitoring student food allergies and food safety.
• Communicates with parents and students during drop off and pick up to ensure a safe and orderly environment during transitions.
• Assisting students in identifying actions and consequences and ways to resolve conflicts and solve problems, intervening when students’ actions are potentially harmful or dangerous.
• Makes a personal connection with students demonstrating that they are caring adults who will listen and facilitate other internal and external interventions as needed.
• Provides consistency for students as a trusted adult doing daily check-in and check-out taking the time to listen and make positive connections with students.
• Model Positive Behavior Instructional Support (PBIS) with students and participates in PBIS planning teams as requested.
• Analyze, develop, and share school wide efforts on PBIS initiatives using school wide data to drive decision making and modify interventions.
• Collaborate with other school personnel regarding student achievement, classroom instruction and behavioral expectations.
• Provides supplemental academic interventions as directed by the teachers for students in large group, small group instruction, and one-on-one settings.
• Focused on assigned grade levels and are required to learn and be confident in the curriculum of that grade level to support student’s academic needs.
• Provides classroom coverage during periods when teachers are not present.
• Provides instructional support to students during academic blocks.
• Supports, schedules and proctors state and local district assessments.
• Provide basic first aid to students; distribute medications as needed; contact parents of sick or injured students; maintain injury logs and participate in appropriate training sessions, such as blood borne pathogens, medical skill training, CPR, first aid, etc.
• Performs various duties to assist teachers including copying, filing, data entry, correcting papers, laminating, binding, preparing materials, and other projects as needed.
• Scans student meal accounts during breakfast and lunch. 
• Maintains confidentiality of student records.
• Prepares materials and participates in activities to support the beginning of the school year.
• Provides back up to other support positions within the school setting.
• Determines indoor and outdoor recess following district policies and procedures.
• Monitor outside equipment and environment and notify facilities and grounds when repairs are needed.
• Scans environment with an eye for potential hazards.
• Other activities as assigned
Minimum Training and Experience Required To Perform Essential Job Functions
Must meet the following NCLB standards for this position.  (1) Completed two years of study at an institution of higher education, (2) obtained an associate’s degree (or higher) or (3) be able to demonstrate through a formal assessment, the ability to assist in instructing reading, writing and mathematics.  Must be willing to attend the following district workshops: Above the Line, Play works playground Workshop, Reading, writing and math instructional strategies, PBIS training, First Aid, CPR/AED training, code training, and Non-Violent Crisis Intervention.  Must possess a valid driver’s license.
 
Minimum Physical and Mental Abilities Required To Perform Essential Job Functions

Physical Requirements
• Provide classroom and individual student behavioral support and associated record keeping as needed including data entry.
• Ability to operate a variety of office equipment including photocopier, laminating machine, paper cutter, die cut, binder, scanner, computer, printer, etc.
• Must have current physical on file with the District Office certifying applicant is able to meet all job qualifications.
• Ability to stand, walk, talk, hear; lift, transfer, move from floor to standing quickly and otherwise assist students.
• Ability to stand/walk on uneven surfaces with changing conditions outdoors (grass, hills, playground mulch, paved areas, etc.).
Mathematical Ability
• Ability to add, subtract, multiply, divide and calculate decimals, fractions and percentages.
• Ability to understand and use district math curriculum, math language, and manipulatives for grades Kindergarten through 5^th grade.
 Language Ability and Interpersonal Communication
• Ability to comprehend, interpret and/or prepare a variety of documents, including attendance reports, enrollment reports, disciplinary reports, etc. tests and instructional materials, confidential files, health cards, computer manuals, student/parent handbook, purchase orders, etc. using prescribed format and conforming to all rules of punctuation, grammar, diction, and style.
• Ability to read, write, and speak and to do so with expression.
• Ability to record and deliver information, explain procedures and follow instructions.
• Ability to make fast decisions, recognizes early signs of negative behavior, and remains calm when re-directing students.
• Ability to problem solve, use professional judgment and maintain confidentiality of information concerning students and staff.
• Ability to communicate effectively with professional educators, colleagues, students, parents, administrators, sales representatives, delivery persons, police officers, School Board members, nurses, transportation representatives, the general public, and others verbally and in writing.
• Ability to engage students in culturally responsive, positive working relationships that demonstrate to students that staff members are helpful, caring adults.
Environmental Adaptability
• Ability to work effectively outdoors and in a classroom environment.
• Navigate through adverse weather and external environmental conditions.
The Sun Prairie Area School District is an Equal Opportunity Employer.


Attachment(s):
• 2024-25 192 DAY SUPPORT STAFF CALENDAR.pdf



Email To A Friend
Print Version

Openings as of 4/15/2025

Special Education Assistant

JobID: 2708

Position Type:
  Support Staff - Special Education/Special Education Assistant


Date Posted:
  12/10/2024


Location:
  Creekside Elementary
(High-Needs School)


Date Available:
  01/06/2025


  Additional Information:  Show/Hide
STARTING WAGE: $20.39 PER HOUR

This position is full time for the remainder of the 2024-25 School year working 7 hours per day (7:25 am - 2:55 pm), Monday through Friday.  This position is benefit eligible and offers paid time off.  See attached work calendar for exact work dates.  

Summary: The purpose of this position is to assist teachers in meeting the comprehensive needs of students with disabilities in the educational environment.
 
Essential Duties and Responsibilities: The following duties are normal for this position. These are not to be construed as exclusive or all inclusive. Other duties may be required and/or assigned.
1. Maintains a safe learning atmosphere for students to enable them to meet or surpass their capabilities.
2. Supports and facilitates all IEP/504 goals/plans set by IEP/504 Teams and collect related behavioral and academic data.
3. Facilitates the inclusion of students whenever and wherever possible, be that the classroom or the community; also promotes acceptance of differences with students, staff and community.
4. Leads small groups and one-on-one instruction under the guidance of a teacher.
5. Facilitates student accommodations on assignments and tests.
6. Provides student supervision across all educational environments.
7. Must be able to take and follow through with directives and instructions consistently from special education contact teacher, as well as be able to independently make decisions and solve problems to meet the needs of students.
8. Prepares and maintains detailed notes, plans and materials for substitutes when absent.
9. Provides basic first aid to students; maintains injury/attendant care logs and participates in and keeps current certification in appropriate training sessions, such as bloodborne pathogens, medication administrations, CPR, first aid, non-violent crisis intervention, tube feeding, transfers and lifts for students with physical limitations, and others as required for specific assigned position.
10. Provides self-care assistance for students, including but not limited to feeding, diapering and toileting, etc. May come in contact with bodily fluids.
11. Performs or assists with health procedures such as: catheterization, tube feedings, diaper changes, glucose monitoring as assigned after training completed.
12. Follows all relevant district policies and procedures including District Technology Use Policy throughout work day. 
Minimum Training and Experience Required to Perform Essential Job Functions:
1. High school graduate with technical training in special education, or any combination of education and experience that provides equivalent knowledge, skills and abilities;
2. DPI certification provided by employee
3. CPR, non-violent crisis intervention, and first aid certification.
4. Must meet the following NCLB standards for this position: (1) Completed two years of study at an institution of higher education, (2) obtained an associate’s degree (or higher) or (3) be able to demonstrate through a formal assessment, the ability to assist in instructing reading, writing and mathematics.
5. Must possess a valid driver’s license.
Physical Requirements: 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
• Ability to sit or stand for prolonged periods, up to 90% of an eight-hour day, without back support.
• Ability to perform light to moderate physical work, frequently lifting up to 10 to 15 pounds without assistance, and when needed, lifting up to 50 to 80 pounds with assistance.
• Ability to freely move throughout the building to keep pace with assigned students both in crisis and non-crisis times.
• Ability to reach in all directions with full range of motion, bend/stoop and use hand/eye coordination to assist students in any required capacity when needed.
• Ability to complete job duties in an environment where background noise and frequent interruptions are the norm while maintaining concentration and focus.
• Ability to assist students with disabilities through lifts transfers, positioning, restraint, etc., while maintaining personal and student safety.
• Must have current physical exam on file with the district certifying employee is able to meet all job qualifications.
Mathematical Ability:
• Ability to add, subtract, multiply, divide and calculate decimals and percentages
• Ability to do basic algebra and geometry
• Ability to pass a skills performance task at the level they are supporting
Language Ability and Interpersonal Communication:
• Ability to comprehend, interpret and/or prepare a variety of documents, including attendance reports, , disciplinary reports, etc., test and instructional materials, confidential files, health cards, , student/family handbook, purchase orders, etc., using prescribed format and conforming to all rules of punctuation, grammar, diction, and style.
• Ability to record and deliver information, explain procedures, and follow instructions.
• Ability to communicate effectively with teachers, students, parents, administrators,  police officers, nurses, the general public, and others verbally and in writing
• Ability to use and interpret special education terminology
• Ability to pass a skills performance task at the level they are supporting
• Ability to be responsive to curriculum changes
Knowledge, Skills and Abilities:
• Ability to pass a skills performance task at the level they are supporting Language
• Demonstrated ability to prioritize tasks requiring timelines and accuracy.
• Demonstrated ability to be a collaborative and confidential team member.
• Ability to learn to use Assistive Technology devices or software with training
• Ability to use and interpret special education terminology
• Ability to pass a skills performance task at the level they are supporting
• Ability to work with physically and verbally aggressive students
The Sun Prairie Area School District is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the School District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

The Sun Prairie Area School District is an Equal Opportunity Employer.


Attachment(s):
• 2024-25 192 DAY SUPPORT STAFF CALENDAR.pdf



Email To A Friend
Print Version