Frontline Applicant Tracking - West Fargo Public Schools

Openings as of 4/7/2025

Middle School - Boys Basketball (multiple positions)

JobID: 3876

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  12/11/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
           
Job Description Position Title: BOYS BASKETBALL – MIDDLE SCHOOL Location: Cheney, Heritage and Liberty Middle School Department: Athletics/Activities Reports To: Activities Director Term: 2024-2025 School Year Salary: Position follows the 2023-2025 Activities Salary Schedule Date of last review: 2024
 








SUMMARY: The Middle School Boys Basketball Coach position is responsible for leading the team in training, instruction, conditioning, and performance. The position provides support and education to athletes in an effort to excel in their given sport in a healthy and safe environment. The position views winning not only as success, but as helping team members reach goals.

The schedule and hours for this position vary and aligns to the NDHSAA schedule. For questions regarding the schedule, please contact the building-level athletic director.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Leads training, instruction, conditioning, performance, and selection of athletes.
Communication:
• Communicates with other coaches, assistant coaches, and athletes in a professional and respectful manner.
• Communicates with athletes to provide helpful, positive guidance to ensure athlete growth and safety.
• Communicates with officials, opposing coaches, parents, and others in a positive, respectful manner. Providing exemplary behavior for athletes and other learners.
Compassion:
• Demonstrates and generates, among staff and athletes, an attitude of good sportsmanship and fair play by adhering to the “Coach’s Code of Ethics” and our conference “Sportsmanship Guidelines.”
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Approaches coaching with a positive, committed mindset. Focusing on athlete well-being.
• Develops positive working relationships with school administration, learners, educators, and the wider district community.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Develops, organizes, and implements effective practices for athletes to teach proper skills and strategies to compete at an elevated level.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Adheres to all West Fargo Public Schools and NDHSAA guidelines and policies.
• Provides for the health, safety, and well-being of team members at practices, games, and transportation to and from activities.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close, distant, and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a moderate to loud noise level.
 
Education and/or Experience:
• Currently possesses, or has the ability to obtain, an NDHSAA coaching certification.
• Experience in the discipline is preferred.
• Previous experience coaching is preferred.
 
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
• Ability to understand and communicate as a subject matter expert for given sport/activity.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None (May supervise other coaches or learners if assigned.)

---The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. 




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Openings as of 4/7/2025

Mental Health Therapist

JobID: 3894

Position Type:
  Behavioral Health and Wellness/Mental Health Therapist


Date Posted:
  1/7/2025


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Mental Health Therapist Location: District-wide Department: Behavioral Health & Wellness Reports To: Director of Behavioral Health & Wellness Term: Ongoing 210-day calendar This position is funded through the School-Based Mental Health Services Grant through 2027. Schedule: Mon-Fri Full-time Salary: If licensed, the position follows the Teacher Salary Schedule 2023-2025  If not licensed, the position follows the 2024-2025 Classified Salary Schedule at C433 - Starting salary begins at $32.70-$36.00/hour, based on experience. Date of last review: January 2025
 














SUMMARY: The Mental Health Therapists for West Fargo Public Schools (WFPS) provide evidence based individual and group clinical interventions to learners at elementary and/or secondary sites. The Mental Health Therapists engage in consultation and collaboration with the MTSS-B teams to determine learner needs and how to respond. Mental health Therapists provide ongoing communication with families, school staff, and community providers to have a coordinated response to the learner's needs. Therapists also participate in regular ongoing meetings with the School Based Clinical Mental Health Team and provide training as needed and leadership on district-wide mental health programming.
 
Candidates from diverse backgrounds that reflect the many communities, identities, races, ethnicities, abilities, and cultures of the WFPS community are strongly encouraged to apply.

To Apply: Please complete the application and include three references.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, working relationships with learners, colleagues, and the wider district community.
• Fosters an environment that establishes respect and rapport between the educator and learners.
• Utilizes questions and discussion topics that promotes critical thinking.
• Supports district in building capacity in serving learners with complex needs.
Communication:
• Uses exemplary communication skills to facilitate connection and sharing of thoughts and ideas through multiple formats and diverse audiences.
• Proactively seeks to resolve controversy and conflict through respectful negotiation.
Compassion:
• Models and leads de-escalations/crisis responses in alignment with district policies.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall employee experience.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Engages and has knowledge of the process of district research-based behavioral programming and supporting documentation.
• Proactively engages in problem-solving.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• Actively participates in on-going professional development opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Fosters a safe and equitable learning environment.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a moderate to loud noise level.
 
Education and/or Experience:
• Master’s degree or higher in human services field and at least an introductory license to practice in North Dakota (LPC, LPCC, LAPC, LMSW, LCSW, LMFT).
• Minimum two years of experience working with individuals with developmental disabilities or mental illness.
• Experience providing individual and group therapy to children.
• Experience with Multi-Tiered Systems of Support (MTSS) interventions for social-emotional-behavioral needs.
• Experience in evidence-based practices for children and adolescents.
• Licensed mental health professional with independent licensure and ability to provide clinical supervision is preferred.
   
Language Skills:
• Ability to read, write, comprehend, and implement technical documentation and information.
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. 


Attachment(s):
• WFPS - Mental Health Therapist.pdf



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Openings as of 4/7/2025

Seasonal Grounds and Maintenance

JobID: 3996

Position Type:
  Building and Grounds/Grounds Worker


Date Posted:
  3/11/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Seasonal Grounds & Maintenance Location: District-wide Department: Buildings & Grounds Reports To: Buildings & Grounds Supervisor Term: See Summary for more information Schedule: Mon-Fri approx. 40 hours/week Salary: Position is a set $19.00/hr. Date of last review: March 2025
 











SUMMARY: The Grounds Worker performs various maintenance duties necessary to maintain and enhance the value of the West Fargo Public Schools (WFPS) district grounds and properties. The Grounds Worker is responsible for completing various maintenance tasks to ensure smooth functioning of systems and equipment for successful daily operations. The Grounds Worker also strives to provide safe and functional conditions for learners, educators, district staff, and the general public.
 
Term: Multiple openings for the following dates ranges:
April 15-October 15, 2025
June 3-August 30, 2025
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Partners with other Buildings & Grounds personnel with repairs and upgrades to buildings and other district facilities.
• Supports Buildings & Grounds by supporting the Delivery Driver position on an ad hoc basis.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Regularly communicates with supervisor and peers to assist in fostering a connected workplace environment.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Performs seasonal preventative maintenance including areas such as playground equipment, fencing, trees, irrigation, etc.
• Performs conditioning and preparation of track, football, softball, baseball, soccer fields and other outdoor activities.
• Performs mowing, trimming, and edging of district lawns and watering trees.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Performs the grounds duties for regular maintenance and upkeep including mowing, trimming, spraying, and landscaping maintenance.
• Maintains district grounds, walkways, and parking areas for safe and efficient use.
• Operates grounds maintenance and equipment including skid steer, mowers, and tractors.
• Performs general grounds maintenance on parking lots, driveways, sidewalks, and playgrounds.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~50 pounds unassisted.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will be working outdoors and will be exposed to the applicable elements.
• The employee may come into contact with objects that are cold or hot in temperature.
• The employee must be able to climb ladders up to twenty feet in height.
• The employee will work in an environment that has a quiet to loud noise level.
• The employee will likely come into contact with standard automative fluids.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
Education and/or Experience:
• High School Diploma or General Education Degree (GED).
• Must be 18+ years of age.
• Valid Driver’s license is required.
• Prior experience in maintenance or similar work is preferred.
• Experience with the repair and operation of buildings and facilities is preferred.
• Experience with equipment operation is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 


Attachment(s):
• WFPS - Seasonal Grounds & Maintenance.pdf



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Openings as of 4/7/2025

Elementary Primary Classroom Teachers Grades K-5 2024-2025 School Year

JobID: 3583

Position Type:
  Elementary Teacher/Elementary Grades 1-5


Date Posted:
  4/5/2024


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Elementary Primary Classroom Teachers Grades K-5 2024-2025 School Year Location: Openings district-wide Department: Curriculum & Instruction Reports To: Building-level Principal Term: 188-renewing contract beginning with the 2024-2025 academic year Schedule: M-F Full-time following the academic hours of operation Salary: Position follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2024
 










SUMMARY: We are looking for educators excited to work with our elementary learners for the 2024-2025 school year! The Elementary Intermediate Classroom Educator (Grades 3-5) creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulate procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and make connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice. 
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Design assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy in language arts; explicitly connecting key concepts to develop learner communication skills in speaking and listening, reading, and writing for a variety of purposes.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of elementary school learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress. 
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with appropriate qualifications to teach grades 1-8 or K-8.
• Bachelor's Degree in elementary education.
• Experience and/or knowledge of Personalized Competency Based Learning (PCBL).
• Experience and/or knowledge of Restorative Practices.
• Prior experience managing complex learner behaviors or working with behavior plans.
• Experience working in an elementary school setting is preferred.
• Prior teaching experience is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
 
SUPERVISORY RESPONSIBILITIES:
• None.
 
 
 



Attachment(s):
• WFPS - Elementary Classroom�Teachers - Grades K-5.pdf



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Openings as of 4/7/2025

Elementary Intermediate Classroom Educator- Grades 3-5 2024-2025 School Year

JobID: 3585

Position Type:
  Elementary Teacher/Elementary Grades 1-5


Date Posted:
  4/5/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Elementary Intermediate Classroom Educator- Grades 3-5 2024-2025 School Year Location: Openings district-wide Department: Curriculum & Instruction Reports To: Building-level Principal Term: 188-renewing contract beginning with the 2024-2025 academic year Schedule: M-F Full-time following the academic hours of operation Salary: Position follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2024
 










SUMMARY: We are looking for educators excited to work with our elementary learners for the 2024-2025 school year! The Elementary Intermediate Classroom Educator (Grades 3-5) creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulate procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and make connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice. 
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Design assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy in language arts; explicitly connecting key concepts to develop learner communication skills in speaking and listening, reading, and writing for a variety of purposes.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of elementary school learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress. 
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with appropriate qualifications to teach grades 1-8 or K-8.
• Bachelor's Degree in elementary education.
• Experience and/or knowledge of Personalized Competency Based Learning (PCBL).
• Experience and/or knowledge of Restorative Practices.
• Prior experience managing complex learner behaviors or working with behavior plans.
• Experience working in an elementary school setting is preferred.
• Prior teaching experience is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.



Attachment(s):
• WFPS - Elementary Intermediate Classroom Educator- Grades 3-5.pdf



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Openings as of 4/7/2025

Food Service Workers - (2024-2025 School Year)

JobID: 3651

Position Type:
  Food Service/Food Service Worker


Date Posted:
  5/5/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Food Service Worker Location: Positions available district-wide Department: Food Service Reports To: Kitchen Manager for assigned location Term: Full-time and Part-time positions available Schedule: M-F – Hours based on assigned location. Salary:  Position follows the 22024-2025 Classified Salary Schedule at A125. Starting salary begins at $16.25-$17.90/hour, based on experience. Date of last review: May 2024
 










SUMMARY: The Food Service Worker assists in the preparation and service of meals to learners, and various district staff, according to the established methods and procedures for the West Fargo Public School (WFPS) district.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Displays a positive and friendly attitude towards learners and staff.
• Works effectively in a team environment.
Communication:
• Assists in maintaining accurate records of daily food preparation to ensure a cohesive work environment.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall employee and learner experience.
Critical Thinking:
• Maintains high standards of food safety and sanitation.
• Remains focused and attentive towards product quality, portion control, and minimization of waste.
• Performs cashiering duties including use of computer on an ad hoc basis.
• Focuses on the needs of the individuals being served.
Reflection:
• Attends trainings and/or workshops as directed. 
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Assists in the preparation and service of meals to learners and staff.
• Performs cleaning tasks including dishwashing, sweeping, and mopping floors.
• Cleans work areas using proper sanitation procedures and supplies.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may be required to assist other food service workers in heavy lifting.
• The employee will frequently be exposed to items of high or cold temperatures, chemical compounds, and/or sharp edges.
• The employee will work in an environment that has a moderate to loud noise level.
 
Education and/or Experience:
• High school diploma or GED is preferred.
• Prior experience with large quantity food preparation preferred.
• Prior experience working with learners in a school environment is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement. 
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. 
 
 



Attachment(s):
• WFPS - Food Service Worker.pdf



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Openings as of 4/7/2025

Substitute Food Service Workers - (2024-2025 School Year)

JobID: 3652

Position Type:
  Food Service/Food Service Worker


Date Posted:
  5/5/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Substitute Food Service Worker Location: Positions available district-wide Department: Food Service Reports To: Kitchen Manager for assigned location Term: As needed basis during school year calendar. Create your own schedule! Schedule: As needed basis. Able to select shifts as desired. Salary:  Position follows the 2024-2025 Classified Salary Schedule at A125. Starting salary begins at $15.70/hour. Date of last review: May 2024
 










SUMMARY: The Food Service Worker assists in the preparation and service of meals to learners, and various district staff, according to the established methods and procedures for the West Fargo Public School (WFPS) district.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Displays a positive and friendly attitude towards learners and staff.
• Works effectively in a team environment.
Communication:
• Assists in maintaining accurate records of daily food preparation to ensure a cohesive work environment.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall employee and learner experience.
Critical Thinking:
• Maintains high standards of food safety and sanitation.
• Remains focused and attentive towards product quality, portion control, and minimization of waste.
• Performs cashiering duties including use of computer on an ad hoc basis.
• Focuses on the needs of the individuals being served.
Reflection:
• Attends trainings and/or workshops as directed. 
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Assists in the preparation and service of meals to learners and staff.
• Performs cleaning tasks including dishwashing, sweeping, and mopping floors.
• Cleans work areas using proper sanitation procedures and supplies.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may be required to assist other food service workers in heavy lifting.
• The employee will frequently be exposed to items of high or cold temperatures, chemical compounds, and/or sharp edges.
• The employee will work in an environment that has a moderate to loud noise level.
 
Education and/or Experience:
• High school diploma or GED is preferred.
• Prior experience with large quantity food preparation preferred.
• Prior experience working with learners in a school environment is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement. 
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. 
 



Attachment(s):
• WFPS - Substitute Food Service Worker - (2024-2025 School Year).pdf



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Openings as of 4/7/2025

Social Studies Teacher

JobID: 3581

Position Type:
  High School Teacher/Social Studies - General


Date Posted:
  4/3/2024


Location:
  District


  Additional Information:  Show/Hide
           
Job Description Position Title: Social Studies Teacher Location: WFPS High Schools Department: Curriculum & Instruction Reports To: Building-level Principal Term: 188-renewing contract beginning with the 2024-2025 academic year Schedule: M-F Full-time following the academic hours of operation Salary: Position follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2024
 









SUMMARY: The Social Studies Teacher creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in social studies, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulate procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and make connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences. 
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Design assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy in language arts; explicitly connecting key concepts to develop learner communication skills in speaking and listening, reading, and writing for a variety of purposes.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of high school learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with appropriate accreditation to teach grades 9-12.
• Bachelor’s Degree in Social Studies education or area of similar study.
• Prior teaching experience is preferred.
• Prior experience working in a high school setting preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.



Attachment(s):
• WFPS - Social Studies Teacher.pdf



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Openings as of 4/7/2025

Evening Custodian

JobID: 3082

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  4/12/2023


Location:
  District


Closing Date:
  02/29/2024


  Additional Information:  Show/Hide

CUSTODIAN - WEST FARGO PUBLIC SCHOOLS
 
POSITION: Custodian - West Fargo Public Schools
 
TERM: 12-month positions, Monday through Friday, 2:30 - 11:00 or 3:30 PM - 12:00
 
SUMMARY: Responsible for the overall appearance of the building by ensuring that the building is regularly and thoroughly cleaned, and that light maintenance tasks are properly completed, all safety standards are upheld, and school grounds are attractively maintained.

 
QUALIFICATIONS:                         
 
• Reliable and dependable attendance
• Ability to communicate effectively
• Ability to perform the essential job functions
• Strong interpersonal skills
• Must be able to lift 50 pounds to shoulder height on occasion
• High School diploma or GED preferred
• Prior custodial experience preferred
 
SALARY: Depending on experience, starting wage is $16.50/hour-$17.60/hour plus excellent benefits and paid time off following the 2023-2024 Classified Support Staff Salary Schedule
West Fargo Public Schools offers a competitive and comprehensive benefits package. The annual salary listed for this position is the base cash salary and excludes retirement contributions. For qualified classified positions, the district contributes 8.26% of the employee’s annual salary to the North Dakota Public Employees Retirement System (NDPERS).
               
DEADLINE: Until Filled
This posting will be used on an ongoing basis to fill openings as they arise, so communication from Human Resources will be limited. 

TO APPLY: https://www.applitrack.com/westfargo/onlineapp/
Please complete the online application and list references, no letters of recommendation are required.
 
---
The West Fargo Public School District is an equal opportunity employer who fully and actively supports equal access for all people regardless of race, color, religion, national origin, sex, gender identity, age, veteran status, disability, marital status or participation in lawful activities in all educational programs and employment practices.  We are committed to maintaining a learning and working environment free from discrimination and harassment. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. 



Attachment(s):
• Evening Building Custodian June 2021.pdf



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Openings as of 4/7/2025

Substitute Custodian

JobID: 3084

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  4/12/2023


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

CUSTODIAL SUBSTITUTES - WEST FARGO PUBLIC SCHOOLS
West Fargo Public Schools is now accepting applications for substitute custodians for the various locations through the school district.
 
POSITION: Custodial Substitutes - West Fargo Public Schools 
 
TERM: On-call position with options available every day of the week!
 
SUMMARY: Responsible for the overall cleaning and maintenance of the building and grounds while upholding all safety standards.

QUALIFICATIONS:                                                  
 
• Ability to perform the essential job functions
• Effective interpersonal skills
• Ability to lift 50 pounds to shoulder height occasionally
• High School diploma or GED is preferred

SALARY: Substitute Hourly Rate of $15.95/hour

DEADLINE: Until Filled

TO APPLY: https://www.applitrack.com/westfargo/onlineapp/
 
---
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. 





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Openings as of 4/7/2025

Custodian - 30 hours/week

JobID: 3957

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  2/21/2025


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Custodian - Evening Location: District Department: Maintenance & Custodial Reports To: Custodian Services Manager Term: Year-round position Schedule: Mon-Fri Approx. 2:30pm-8:30pm Salary: Position follows the 2024-2025 Classified Salary Schedule at A130. Starting salary begins at $16.50-$18.15/hour, based on experience. Date of last review: February 2025
 











SUMMARY: The Custodian - Evening ensures the district buildings and grounds are regularly and thoroughly cleaned, equipment properly maintained, safety standards upheld, and school grounds are maintained to the standards of the district.
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Assists in all receiving and delivery operations.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Ensures all applicable safety standards are upheld.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Ensures overall appearance and cleanliness of the buildings and facilities is retained.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~50 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will frequently be exposed to items of high or cold temperatures, chemical compounds, and/or sharp edges.
 
Education and/or Experience:
• High school diploma or General Education Degree (GED) is preferred.
• Prior custodial experience is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Custodian - Evening.pdf



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Openings as of 4/7/2025

Special Education Paraprofessionals

JobID: 3819

Position Type:
  Paraprofessionals/Special Education Paraprofessional


Date Posted:
  8/27/2024


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Paraprofessional Location: District-wide Openings Department: Special Education Reports To: Building-Level Principals Term: Ongoing 9-month position following the school calendar Schedule: Mon-Fri approx. 6.5 hrs./day Salary: Position follows the 2024-2025 Classified Salary Schedule at A134. Starting salary begins at $17.50-$19.15/hour, based on experience. Date of last review: August 2024
 











SUMMARY: The Special Education Paraprofessional assists educators at the elementary, middle or high school level to support the district’s special education learners in either the general education classroom or special education classroom settings. The Special Education Paraprofessional assists learners with disabilities in their daily instructional and non-instructional activities under the supervision of the classroom and special education educators.
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Assists educators in routine classroom operation, daily activities and assignments. 
• Maintains classroom by assisting educator with daily organization. 
• Acts as a liaison between special education classroom and general education classroom.
• Proactively utilizes flexibility in assisting other programs or other learners to address changes and challenges based on learner, building, or district needs  
Communication:
• Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills.
• Establishes & maintains relationship with all learners by pairing self as a reinforcer.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Maintains learner dignity and confidentiality in communication and interactions.
• May assist learners with alternative modes of communication.
• Assists educators with parent contact as requested to foster effective and participatory parent involvement in learner education.
• May assist learners with personal cares including, but not limited to feeding, toileting assistance, general hygiene practices, dressing needs as outlined in care plans or learner IEPs. 
Compassion:
• Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support.
• Demonstrates understanding of learner’s disability, is courteous, respectful, and fair. 
• Acts as a communication liaison between learners and educators. 
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion. 
• Proactively seeks to understand the ideas, opinions, and skills of others. 
Creativity:
• Demonstrates initiative and creativity with learners and their program(s).
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience. 
• Demonstrates ability to problem solve in the moment situations for academic, behavioral, or learner health and safety needs. 
Critical Thinking:
• Fades prompts appropriately to promote both successful and independent responding.
• Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations). 
• Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner’s behavioral plan. 
• Reasons, interprets, and analyzes information to generate new knowledge and understanding with ongoing professional learning.  
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• Maintains and acquires technical knowledge by attending required trainings and passing competency assessments. 
• Actively participates in on-going professional development opportunities. 
• Maintains communication with supervisor and director regarding feedback and growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
 Responsibility:
• Provides skills instruction and behavior management strategies outlined in learner behavior plans or formal training to learners with disabilities, individually or in small groups, under the supervision of the classroom educator and special educator. 
• Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording. 
• Constructs, copies, and distributes and utilizes educational materials as instructed by special educator. 
• Implements learners positive behavior support plans with fidelity as specified by educator and support staff. 
• Provides structure by consistently conducting daily lesson plans set up by educator. 
• Provides supervision (examples: playground, cafeteria, recess, drop off/ pick up, study hall, bus duty) as directed by the building principal and supervisor. 
• Accompanies learners on field trips to support safety, supervision, and to carry out plans and accommodations to enrich their experience.  
• Assists in upholding and enforcing school rules and district policies and procedures.
   
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision. 
• The employee may frequently lift up to ~25 pounds without assistance. 
• The employee may occasionally lift up to ~50 pounds without assistance. 
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
• The employee may frequently be required to sit on, and rise from, the floor.
• The employee may perform a two-person transport, restraint, or lift (with training provided). 
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions. 
• The employee will work in an environment that has a quiet to loud noise level. 
 
Education and/or Experience:
• High School Diploma or General Education Degree (GED). 
• Associate’s Degree is preferred. 
• Experience working in an elementary school setting is preferred. 
• Experience working with complex learner behaviors is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 
 

 
 
 
 


Attachment(s):
• WFPS - SPED Paras 24-25.pdf



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Openings as of 4/7/2025

Braillist - Paraprofessional for the Teacher of the Visually Impaired

JobID: 3908

Position Type:
  Paraprofessionals/Special Education Paraprofessional


Date Posted:
  1/21/2025


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Braillist – Teacher’s Aid for Teachers of the Visually Impaired Location: District Department: Special Education Reports To: Building-level Principal Term: Ongoing 182-day position Schedule: Mon-Fri following school hours of operation Salary: Position follows the 2024-2025 Classified Salary Schedule at B235. Starting salary begins at $23.30-$25.55/hour, based on experience. Date of last review: January 2025
 











SUMMARY: The Braillist – Teacher’s Aid for the Teacher of the Visually Impaired works under the supervision of, and to the specifications of, the appropriate Visually Impaired staff team. The primary function is to be responsible for materials modification, clerical tasks, and working directly and indirectly with students to support IEP goals, accommodations and modifications under the supervision of the teacher of the visually impaired. The position would also serve the purpose of braille production.
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Works with learners (individually or in small groups) under the direction of a Visually Impaired (VI) professional to maximize learner independence.
• Assists the VI professional and staff with modifications and supplemental services necessary for the education of learners with visual impairments.
• Assists the Teacher of the Visually Impaired (TVI) with planning, production, and organization of instructional materials.
• Assists the TVI with individual and/or group instruction activities.
• Assists the TVI Teacher with promoting and maintaining educational team goals and other classroom activities.
• Cooperates with other staff members in the movement of learners from one activity to another under the direction of VI professionals.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Acts as a liaison between classroom/building and TVI.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Demonstrates understanding of learner’s disability, is courteous, respectful, and fair.  
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Identifies, integrates, and utilizes appropriate technological tools into work production.
• Assists learners and staff with technological tools.
• Utilizes technological tools to communicate and to record and report data.
• Collects data on learner performance.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Participates in training on any new VI technology (e.g. software, computers, adaptive assisted devices) and braille transcription courses.
• Participates in appropriate in-service education along with building/district-level PD and activities.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Reinforces the lessons presented by the TVI.
• Makes home and school visits, with VI professional(s) as necessary to achieve IEP objectives.
• Delivers materials and equipment as needed 
• Prepares and procures adapted materials (i.e. braille).
• Provides structure by consistently conducting daily lesson plans set up by educator.
• Assists in upholding and enforcing school rules and district policies and procedures.
• Implements learners positive behavior support plans with fidelity as specified by educator and support staff.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.  
• The employee may frequently lift up to ~25 pounds without assistance.  
• The employee may occasionally lift up to ~50 pounds without assistance.  
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.  
• The employee may perform a two-person transport, restraint, or lift (with training provided).  
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.  
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.  
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• Demonstrated knowledge of Braille with expectation to expand to full transcriber certification upon hire.
• High School Diploma or General Education Degree (GED).
• Typing & keyboarding skills, specifically word processing for aiding learners with visual impairments.
• Experience working with complex learner behaviors is preferred.

Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to read, write, and comprehend simple instructions and short correspondences in Braille.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Braillist - TVI Aid.pdf



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Openings as of 4/7/2025

Behavior Technician

JobID: 3636

Position Type:
  Paraprofessionals/Special Education Paraprofessional


Date Posted:
  4/24/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Behavior Technician Location: District-wide openings Department: Special Education Reports To: Director of Special Education and Building-level Principals Term: Ongoing 182-day position beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time. Roughly 6.5 hours/day. Salary: Position follows the 2024-2025 Classified Salary Schedule at B213. Starting salary begins at $18.70-$20.50/hour, based on experience. Date of last review: September 2024














SUMMARY: The Behavior Technician will assist within the district’s specialized programs and will assist learners with daily instructional and non-instructional activities, providing skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom teacher and behavior specialist. 

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Assists educators in routine classroom operation, daily activities and assignments.
• Maintains classroom by assisting educator with daily organization.
• Acts as a liaison between resource and content area classroom.
• Assist paraprofessionals in other programs when needed.
Communication:
• Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills.
• Establishes & maintains relationship with learners by pairing self as a reinforcer.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support.
• Demonstrates understanding of learner’s disability, is courteous, respectful, and fair.
• Acts as a communication liaison between learner and educator. 
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Demonstrates initiative and creativity with learners and their program(s).
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Fades prompts appropriately to promote both successful and independent responding.
• Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations).
• Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner’s behavioral plan.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• Maintains and acquires technical knowledge by attending required trainings and passing competency assessments.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Provides skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom educator and behavior specialist within the district’s specialized programs.
• Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording.
• Implements learners positive behavior support plans with fidelity as specified by educator and support staff.
• Provides structure by consistently conducting daily lesson plans set up by educator.
• Provides playground and noon duty supervision as directed by the building principal. 
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may frequently lift up to ~25 pounds without assistance.
• The employee may occasionally lift up to ~50 pounds without assistance.
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
• The employee may perform a two-person transport, restraint, or lift (with training provided).
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• High School Diploma or General Education Degree (GED).
• Associate’s Degree is preferred.
• Experience working in an elementary school setting is preferred.
• Experience working with complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 



Attachment(s):
• WFPS - Behavior Technician - 24-25.pdf



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Openings as of 4/7/2025

School Nurse - Substitute

JobID: 3901

Position Type:
  School Nurses/Substitute School Nurse


Date Posted:
  1/10/2025


Location:
  District


Closing Date:
  05/22/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Substitute School Nurse Location: District Department: School Health Reports To: Head School Nurse Term: As needed basis. Schedule: Based on selected shifts. Salary: Position follows the 2024-2025 Classified Salary Schedule at C412. Starting salary begins at $27.50/hour, based on experience. Date of last review: January 2025
 












SUMMARY: The Substitute School Nurse position covers the absence of the School Nurse and provides medical services to learners in the school district by administering medications, first aid, maintaining records of health, updating immunizations, and providing health education to learners, families, and district staff.
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Partners with various district nursing staff to provide services.
Communication:
• Contacts parents/guardians, doctors, medical staff, or emergency ambulance services, and or district staff, if necessary.
• Maintains open communication with learners, families, educators, and lead nurse.
• Provides recommendations to parents concerning treatment of child’s illness(es).
• Instructs learners and staff in the areas of health and hygiene.
• Assists staff by answering questions regarding human development, first aid, nutrition and dental health and wellness.
• Provide accurate documentation of intervention, treatment, progress, and need for follow-up services.
• Maintains accurate and appropriate records, by filling out forms and tracking leaners’ health and immunizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Interpret a variety of instructions provided in written, oral, diagram, or schedule form.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Remains courteous, respectful, and fair.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Utilizes computers and other forms of technology to function effectively.
• Understands confidentiality and commits to abide by confidentiality regulations.
• Interprets a variety of instructions provided in written, oral, diagram, or schedule form.
• Examines learners to determine if they should remain in or return to school, or exit school when illness is reported.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Examines children as necessary and reports suspicions of neglect or abuse to the county Human Services Department or the Child Protection Services as needed.
• Administers emergency first aid to learners and staff as necessary.
• Maintains awareness of learners’ health issues and conducts nursing procedures to allow learners to attend school.
• Dispenses medication as ordered by learners’ physicians.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• Registered Nurse preferred. Will consider Licensed Practical Nurse with acute pediatric background.
• Certified in First Aid and CPR.
• Pediatric experience is preferred.
• 5+ years of experience is preferred.
• Experiences with diabetic management, seizures, g-tubes, cathing, and pediatric procedures preferred.
• Ability to add, subtract, multiply, and divide in all units of measurement using whole numbers, common fractions, and decimals for medical purposes.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to effectively present information in one-on-one and small group situations to students, parents, and/or district faculty/staff.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Sub Nurses.pdf



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Openings as of 4/7/2025

Special Education Teacher

JobID: 3939

Position Type:
  Special Education/Special Education (General)


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Teacher Location: District-wide Department: Special Education Reports To: Director of Special Education Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: February 2025











SUMMARY: The Special Education Teacher provides instruction for learners who are enrolled in special education programs while creating an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing.
 
The Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world. The Special Education Teacher follows the Individuals with Disabilities Education Act (IDEA) procedures and completes compliant paperwork to support learners with disabilities in the educational settings.
 
WHY WEST FARGO?
WFPS New Special Education Teacher Supports: Please view this link to review training and district resource alignment efforts to support new special education teachers transition to West Fargo Public Schools. In this Padlet, you will find the new special education teacher support framework, training scope and sequence, and a pathway to SPED licensure among other resources.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Fosters an environment that establishes respect and rapport between educator and learners.
• Collaborates with a team, including colleagues within the Special Education department, grade-level educators, and paraprofessionals.
• Collaborates with district staff to support learner behaviors through functions such as Individualized Education Program (IEPs) and more.
• Proactively seeks to resolve issues for colleagues and learners by engaging with leadership on problem-solving discussions.
• Engages with other district staff in the professional learning community process.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Clearly and effectively communicates, verbally and in writing, learner Individualized Education Programming (IEPs), assessments results, and eligibility by following state and district special education guidelines.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Designs assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Plans programming for individual and small groups of learners that is based on learner data implemented to meet each student’s individual ability and need.
• Utilizes a variety of specialized teaching techniques, interventions, and assessments in order to assess and intervene with individualized programming that ensure learner progress.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content/intervention in all disciplines; explicitly connecting key concepts to develop learner skills.
• Proactively utilizes planning and organizational skills to address changes and challenges efficiently and effectively.
• Uses subject matter expertise and data to drive meaningful change for colleagues and learners.
• Proactively implements personalized, structured learning for the individual learner.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Utilizes frequent opportunities for visible learner engagement, self-assessment, and self-reflection.
• Actively participates in on-going professional development opportunities.
• Actively participates in the professional learning community process.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Teaches through the use of various multi-sensory techniques designed to stimulate students with specific learning problems.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
• Evaluates learner progress on a regular basis and maintains complete and accurate records in the form of progress reports.
• Attends and participates in faculty meetings.
• Assists in upholding and enforcing school rules, administration regulations, state and federal regulations and board policy.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with qualifications in one or more areas of Special Education.
• Bachelor’s Degree in Education.
• Master’s Degree in Special Education is preferred.
• Experience working in a Special Education classroom is preferred.
• Experience developing and implementing IEPs and positive behavior support plans is preferred.
• Experience with positive behavioral supports is preferred.
• Experience working with learners with complex behaviors is preferred.
• Prior teaching experience is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 


Attachment(s):
• WFPS - Special Education Teacher - 25-26 School Year.pdf



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Openings as of 4/7/2025

Special Education Teacher - Specialized Program: Intellectual Disabilities

JobID: 3940

Position Type:
  Special Education/Special Education (General)


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Teacher – Specialized Program: Intellectual Disabilities Location: District-wide Department: Special Education Reports To: Director of Special Education Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: February 2025












SUMMARY: The Special Education Teacher – Specialized Program: Intellectual Disabilities provides instruction for learners who are enrolled in special education programs while creating an engaging, nurturing and safe learning environment that allows students to develop their physical, social, and emotional wellbeing. 
 
The Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
The Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world. The Special Education Teacher follows the Individuals with Disabilities Education Act (IDEA) procedures and completes compliant paperwork to support learners with disabilities in the educational settings.
 
WHY WEST FARGO?
WFPS New Special Education Teacher Supports: Please view this link to review training and district resource alignment efforts to support new special education teachers transition to West Fargo Public Schools. In this Padlet, you will find the new special education teacher support framework, training scope and sequence, and a pathway to SPED licensure among other resources.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Fosters an environment that establishes respect and rapport between educator and learners.
• Collaborates with a team, including colleagues within the Special Education department, grade-level educators, and paraprofessionals.
• Collaborates with district staff to support learner behaviors through functions such as Individualized Education Program (IEPs) and more.
• Proactively seeks to resolve issues for colleagues and learners by engaging with leadership on problem-solving discussions.
• Engages with other district staff in the professional learning community process.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Clearly and effectively communicates, verbally and in writing, learner Individualized Education Programming (IEPs), assessments results, and eligibility by following state and district special education guidelines.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Designs assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Plans programming for individual and small groups of learners that is based on learner data implemented to meet each student’s individual ability and need.
• Utilizes a variety of specialized teaching techniques, interventions, and assessments in order to assess and intervene with individualized programming that ensure learner progress.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content/intervention in all disciplines; explicitly connecting key concepts to develop learner skills.
• Proactively utilizes planning and organizational skills to address changes and challenges efficiently and effectively.
• Uses subject matter expertise and data to drive meaningful change for colleagues and learners.
• Proactively implements personalized, structured learning for the individual learner.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Utilizes frequent opportunities for visible learner engagement, self-assessment, and self-reflection.
• Actively participates in on-going professional development opportunities.
• Actively participates in the professional learning community process.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Teaches through the use of various multi-sensory techniques designed to stimulate students with specific learning problems.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
• Evaluates learner progress on a regular basis and maintains complete and accurate records in the form of progress reports.
• Attends and participates in faculty meetings.
• Assists in upholding and enforcing school rules, administration regulations, state and federal regulations and board policy.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with qualifications in one or more areas of Special Education.
• Bachelor’s Degree in Education.
• Master’s Degree in Special Education is preferred.
• Experience working in a Special Education classroom is preferred.
• Experience developing and implementing IEPs and positive behavior support plans is preferred.
• Experience with positive behavioral supports is preferred.
• Experience working with learners with complex behaviors is preferred.
• Prior teaching experience is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES: None.


-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Special Education Teacher -SP - 25-26.pdf



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Openings as of 4/7/2025

Itinerant Special Education Teacher

JobID: 3880

Position Type:
  Special Education/Special Education (General)


Date Posted:
  12/30/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Itinerant Special Education Teacher Location: District Department: Special Education Reports To: Director of Special Education Term: Ongoing 188-day contract Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: December 2024












SUMMARY: The Itinerant Special Education Teacher serves a small caseload of Kindergarten-Transition Academy (TA) learners requiring specialized programming, in-person and/or virtually. These programs often serve learners with Emotional Disabilities, Educational Autism, and/or Intellectual Disabilities who receive supports from community agency partnerships. As assigned, this position may provide services to learners within West Fargo Public Schools (WFPS) buildings, outside agency locations, virtually, or in-home.
 
Special Education Teachers provide instruction for learners who are enrolled in special education programs while creating engaging, nurturing, and safe learning environments that allow learners to develop their physical, social, and emotional wellbeing and succeed academically, socially, functionally, and emotionally.
 
A Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world. A Special Education Teacher follows the Individuals with Disabilities Education Act (IDEA) procedures and completes compliant paperwork to support learners with disabilities in the educational settings.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.


QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Collaborates with educators, parents/guardians, and other professionals to help create safe, healthy, and supportive learning environments.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
 
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Design assessments that are aligned to the standards and learning targets and provide frequent opportunities for authentic and meaningful assessments.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of school-aged learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps. 
Responsibility:
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
• The employee may provide homebound tutoring – Homebound tutoring requires a presence of a parent/guardian.
• The employee will work in multiple location types such as in school, public areas, learner homes, virtually, etc.
• The employee will be required to have personal, reliable transportation (will not transport learners).
  • The employee will be reimbursed for mileage for travel between work locations.
  • The employee will need to be eligible to be insured by the district.
     
Education and/or Experience:
• Bachelor’s Degree in one or more areas of Special Education.
• ND Teaching License with qualifications in one or more areas of Special Education.
• Master’s Degree in Special Education is preferred.
• Experience working in a Special Education classroom is preferred.
• Experience developing and implementing IEPs and positive behavior support plans is preferred.
• Experience with positive behavioral supports is preferred.
• Experience working with learners with complex behaviors is preferred.
• Prior teaching experience is preferred.
• Prior experience working in a school setting preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 



Attachment(s):
• Enter file description



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Openings as of 4/7/2025

Special Education Teachers (2024-2025 School Year)

JobID: 3529

Position Type:
  Special Education/Special Education (General)


Date Posted:
  3/4/2024


Location:
  District


Closing Date:
  Until filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Teacher Location: District-wide Department: Special Education Reports To: Building-level Principal/Special Education Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: March 2024
 









SUMMARY: The Special Education Teacher provides instruction for learners who are enrolled in special education programs while creating an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing. A Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world. A Special Education Teacher follows the Individuals with Disabilities Education Act (IDEA) procedures and completes compliant paperwork to support learners with disabilities in the educational settings.
 
WHY WEST FARGO?
WFPS New Special Education Teacher Supports: Please view this link to review training and district resource alignment efforts to support new special education teachers transition to West Fargo Public Schools.  In this Padlet, you will find the new special education teacher support framework, training scope and sequence, and a pathway to sped licensure among other resources.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, working relationships with learners, colleagues, and the wider district community.
• Fosters an environment that establishes respect and rapport between the educator and learners.
Communication:
• Clearly and effectively communicates, verbally and in writing, learner Individualized Education Programming (IEPs), assessments results, and eligibility by following state and district special education guidelines.
• Uses exemplary communication skills to facilitate connection and sharing of thoughts and ideas through multiple formats and diverse audiences. 
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning and/or other content areas.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Designs assessments that are aligned to the standards and learning targets while frequently providing opportunities for authentic and meaningful assessments.
• Connects with team members and shares ideas in an effort to improve the overall employee and learner experience.
• Plan programming for individual and small groups of learners that is based on learner data implemented to meet each student’s individual ability and need.
• Utilizes a variety of specialized teaching techniques, interventions, and assessments in order to assess and intervene with individualized programming that ensure learner progress.
Critical Thinking:
• Proactively utilizes planning and organizational skills to address changes and challenges efficiently and effectively.
• Uses subject matter expertise and data to drive meaningful change for colleagues and learners.
• Proactively implements personalized, structured learning for the individual learner.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content/intervention in all discipline areas; explicitly connecting key concepts.
Reflection:
• Utilizes frequent opportunities for visible learner engagement, self-assessment, and self-reflection.
• Actively participates in on-going professional development opportunities.
• Actively participates in the professional learning community process.
• Maintains communication with supervisor and director regarding feedback, growth opportunities, and areas of opportunity.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
 
Responsibility:
• Teaches through the use of various multi-sensory techniques designed to stimulate students with specific learning problems.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Evaluates learner progress on a regular basis and maintains complete and accurate records in the form of progress reports.
• Attends and participates in faculty meetings.
• Assists in upholding and enforcing school rules, administration regulations, state and federal regulations and board policy
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, run, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work in an environment that has a quiet to loud noise level.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
Education and/or Experience:
• Bachelor’s Degree in Education.
• North Dakota Teaching License with Special Education endorsement.
• Experience developing and implementing Individualized Education Program (IEPs) and positive behavior support plans.
• Experience with positive behavioral supports.
• Master’s Degree in Special Education is preferred.
• Experience working in a Special Education classroom is preferred.
• Experience working with learners with complex behaviors is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.
 
 


Attachment(s):
• WFPS - Special Education Teacher.pdf



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Openings as of 4/7/2025

Special Education Teacher - Specialized Program: Intellectual Disabilities (2024-2025 School Year)

JobID: 3530

Position Type:
  Special Education/Special Education (General)


Date Posted:
  3/4/2024


Location:
  District


Closing Date:
  Until filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Teacher - Specialized Program: Intellectual Disabilities Location: District-wide Department: Special Education Reports To: Building-level Principal/Special Education Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025. Date of last review: March 2024
 










SUMMARY: The Special Education Teacher provides instruction for learners who are enrolled in special education programs while creating an engaging, nurturing and safe learning environment that allows students to develop their physical, social, and emotional wellbeing.  The Special Education Teacher provides intervention and supports in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world. The Special Education Teacher follows the Individuals with Disabilities Education Act (IDEA) procedures and completes compliant paperwork to support students with disabilities in the educational settings.  This position oversees a specialized program for learners with intellectual disabilities and/or autism spectrum disorders that require special education programming most of their educational day.
 
WHY WEST FARGO?
WFPS New Special Education Teacher Supports: Please view this link to review training and district resource alignment efforts to support new special education teachers transition to West Fargo Public Schools.  In this Padlet, you will find the new special education teacher support framework, training scope and sequence, and a pathway to sped licensure among other resources.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, working relationships with learners, colleagues, and the wider district community.
• Fosters an environment that establishes respect and rapport between the educator and learners.
Communication:
• Clearly and effectively communicates, verbally and in writing, learner Individualized Education Programming (IEPs), assessments results, and eligibility by following state and district special education guidelines.
• Uses exemplary communication skills to facilitate connection and sharing of thoughts and ideas through multiple formats and diverse audiences. 
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning and/or other content areas.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Designs assessments that are aligned to the standards and learning targets while frequently providing opportunities for authentic and meaningful assessments.
• Connects with team members and shares ideas in an effort to improve the overall employee and learner experience.
• Plan programming for individual and small groups of learners that is based on learner data implemented to meet each student’s individual ability and need.
• Utilizes a variety of specialized teaching techniques, interventions, and assessments in order to assess and intervene with individualized programming that ensure learner progress.
Critical Thinking:
• Proactively utilizes planning and organizational skills to address changes and challenges efficiently and effectively.
• Uses subject matter expertise and data to drive meaningful change for colleagues and learners.
• Proactively implements personalized, structured learning for the individual learner.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content/intervention in all discipline areas; explicitly connecting key concepts.
Reflection:
• Utilizes frequent opportunities for visible learner engagement, self-assessment, and self-reflection.
• Actively participates in on-going professional development opportunities.
• Actively participates in the professional learning community process.
• Maintains communication with supervisor and director regarding feedback, growth opportunities, and areas of opportunity.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
 
Responsibility:
• Teaches through the use of various multi-sensory techniques designed to stimulate students with specific learning problems.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable classroom environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Evaluates learner progress on a regular basis and maintains complete and accurate records in the form of progress reports.
• Attends and participates in faculty meetings.
• Assists in upholding and enforcing school rules, administration regulations, state and federal regulations and board policy
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, run, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work in an environment that has a quiet to loud noise level.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
Education and/or Experience:
• Bachelor’s Degree in Education.
• North Dakota Teaching License with Special Education endorsement.
• Experience developing and implementing Individualized Education Program (IEPs) and positive behavior support plans.
• Experience with positive behavioral supports.
• Master’s Degree in Special Education is preferred.
• Experience working in a Special Education classroom is preferred.
• Experience working with learners with complex behaviors is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.
 
 




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Openings as of 4/7/2025

School Psychologist

JobID: 3632

Position Type:
  Specialists/Psychologist


Date Posted:
  4/26/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: School Psychologist Location: Multiple positions available Department: Special Education Reports To:  Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded. Date of last review: April 2024
 









SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.
 
To Apply: Please complete the application and provide a letter of interest, resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Collaborates with outside agencies to support learners with mental health needs in the school setting.
• Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
• • Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model. 
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
• Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse student characteristics to enhance services and address potential influences related to diversity.
• Creates safe and positive school climates using researched based models of crisis prevention and preparedness
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Proactively engages in problem-solving and focuses on planning and organization.
• Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
• Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision. 
• Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
• Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with School Psychologist Credential
• Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology accredited institution.
• Prior experience working as a School Psychologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.



Attachment(s):
• WFPS - School Psychologist - 24-25 School Year.pdf



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Print Version

Openings as of 4/7/2025

School Psychologist

JobID: 3935

Position Type:
  Specialists/Psychologist


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: School Psychologist Location: TBD Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded. The position is eligible for a grant-funded recruitment and retention stipend of up to $10,000, in addition to the salary, based on criteria established and availability of funds. More details are available upon request. Date of last review: February 2025
 
 












SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.

To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Collaborates with outside agencies to support learners with mental health needs in the school setting.
• Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
• Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. 
• Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
• Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse student characteristics to enhance services and address potential influences related to diversity.
• Creates safe and positive school climates using researched based models of crisis prevention and preparedness
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Proactively engages in problem-solving and focuses on planning and organization.
• Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
• Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision.
• Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
• Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.
   

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with School Psychologist Credential.
• Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology accredited institution.
• Prior experience working as a School Psychologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

 
 


Attachment(s):
• WFPS - School Psychologist - 25-26.pdf



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Openings as of 4/7/2025

Elementary School Counselor

JobID: 3956

Position Type:
  Specialists/School Counselor


Date Posted:
  2/21/2025


Location:
  District


Closing Date:
  04/30/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: School Counselor - Elementary Location: Multiple Openings Available Department: Behavioral Health & Wellness Reports To: Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time following school hours of operation Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded through 2027. Date of last review: February 2025
 












SUMMARY: The School Counselor will be responsible for the implementation of a comprehensive school counseling program that focuses on learner outcomes, teaching and reinforcing learner competencies, and providing services to learners, families, school staff, and the community. This will include lessons, providing classroom educator support, and supporting the MTSS team to meet learners' social and emotional needs. The School Counselor will work collaboratively with district administration.
 
Candidates from diverse backgrounds that reflect the many communities, identities, races, ethnicities, abilities, and cultures of the WFPS community are strongly encouraged to apply.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Creates a safe and equitable classroom.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including: advisory councils, school counselor competency and program assessments, or curriculum, small-group, and closing-the-gap action plans.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Instruct learner competencies and deliver with identified professional competencies.
  • ASCA Student Standards guide the development.
  • ASCA School Counselor Guidelines guide the decision-making process and help to standardize professional practice.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals for additional assistance as needed.
• Utilizes district behavioral plan as the backbone to promote positive learner behavior.
• Utilizes the district protocol for maintaining information about learner progress.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential K-12.
• Master’s Degree in School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in an elementary school setting is preferred.
• Experience working in a school setting is preferred.
• Experience as a counselor is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 


Attachment(s):
• WFPS - School Counselor - 25-26.pdf



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Openings as of 4/7/2025

Secondary Counselor Intern

JobID: 3969

Position Type:
  Specialists/School Counselor


Date Posted:
  3/4/2025


Location:
  District


Closing Date:
  03/15/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Secondary School Counselor - Intern Location: District Department: Behavioral Health & Wellness Reports To: Building Principal Term: Semester-long Program Schedule: Mon-Fri following school hours of operation Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: March 2025












SUMMARY: The School Counselor - Intern will be responsible for the implementation of a comprehensive school counseling program that focuses on learner outcomes, teaching and reinforcing learner competencies, and providing services to learners, families, school staff, and the community. This will include lessons, providing classroom educator support, and supporting the MTSS team to meet learners' social and emotional needs. The School Counselor – Intern will work collaboratively with district administration.
 
This position is ideal for individuals currently pursuing a career in school counseling and looking for an internship opportunity. Candidates must at least meet the qualifications for an Alternate Access License and will perform the same duties as fully licensed counselors.
 
Candidates from diverse backgrounds that reflect the many communities, identities, races, ethnicities, abilities, and cultures of the WFPS community are strongly encouraged to apply.
 
To Apply: Please complete the application and provide a letter of interest, resume, your transcripts and a copy of your licensure through ESPB, if available.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Creates a safe and equitable classroom environment.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including: advisory councils, school counselor competency and program assessments, or curriculum, small-group, and closing-the- gap action plans.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Aligns and adheres to the below ASCA guidelines:
  • Student Standards.
  • School Counselor Guidelines.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals for additional assistance as needed.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential for K-12 or the ability to obtain an Alternate Counseling Licensure.
• Must be enrolled in a master’s program for School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in a school setting is preferred.
• Experience working as a counselor is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

 
 
 


Attachment(s):
• WFPS - Secondary School Counselor - Intern.pdf



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Openings as of 4/7/2025

Speech and Language Pathologist

JobID: 3936

Position Type:
  Specialists/Speech and Language Pathologist


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Speech Language Pathologist Location: District-wide opportunities Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Please see Summary for additional information. Date of last review: February 2025
 











SUMMARY: Utilizing leadership, advocacy, and collaboration, school-based speech-language pathologists provide prevention, assessment, and remediation services for learners who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help learners meet their educational goals.
 
In addition to the salary, this position also offers a Special Education, grant-funded stipend of $10,000. The position also offers an additional $2,000/year stipend for maintaining Certificate of Clinical Competence in order to bill Medicaid.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Serves as a member of the multidisciplinary team in the referral/diagnostic process.
• Supports hearing screening program and provides input assistance when needed.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides consulting services to guardians and educators.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Establishes a screening program for speech/language services as appropriate (i.e. articulation tracking for elementary, new referrals, three-year comprehensive reassessments).
• Performs and interprets diagnostic evaluations to determine eligibility and appropriate recommendations.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Ensures professional growth and support is maintained.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Implements building therapy schedules.
• Provides direct/indirect therapy for identified learners.
• Provides therapy through continuous evaluation and annual updating of individual educational plans (IEPs).
• Maintains learner status through the use of charts, records, and progress reports.
• Abides by Board policies and other state and federal regulations concerning learners with disabilities.
   
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
• ND Teaching License in the area of Speech Language Pathology.
• ND Licensure in Speech Language Pathology.
• Master’s Degree in Speech Language Pathology.
• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
• Prior experience working as a Speech Language Pathologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 
 
 
 




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Openings as of 4/7/2025

Speech and Language Pathologist - 24-25 School Year

JobID: 3637

Position Type:
  Specialists/Speech and Language Pathologist


Date Posted:
  4/26/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Speech Language Pathologist Location: District-wide opportunities Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Please see Summary for additional information. Date of last review: April 2024
 










SUMMARY: Utilizing leadership, advocacy, and collaboration, school-based Speech-Language Pathologists provide prevention, assessment, and remediation services for learners who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help learners meet their educational goals.
 
In addition to the salary, this position also offers a Special Education, grant-funded stipend of $10,000. The position also offers an additional $2,000/year stipend for maintaining Certificate of Clinical Competence in order to bill Medicaid.
 
To Apply: Please complete the application and provide a letter of interest, resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Serves as a member of the multidisciplinary team in the referral/diagnostic process.
• Supports hearing screening program and provides input assistance when needed.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides consulting services to guardians and educators.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others. 
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Establishes a screening program for speech/language services as appropriate (i.e. articulation tracking for elementary, new referrals, three-year comprehensive reassessments).
• Performs and interprets diagnostic evaluations to determine eligibility and appropriate recommendations.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Ensures professional growth and support is maintained.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Implements building therapy schedules.
• Provides direct/indirect therapy for identified learners.
• Provides therapy through continuous evaluation and annual updating of individual educational plans (IEPs).
• Maintains learner status through the use of charts, records, and progress reports.
• Abides by Board policies and other state and federal regulations concerning learners with disabilities.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision. 
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License in the area of Speech Language Pathology.
• ND Licensure in Speech Language Pathology.
• Master’s Degree in Speech Language Pathology.
• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
• Prior experience working as a Speech Language Pathologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 



Attachment(s):
• WFPS - Speech Language Pathologist - 24-25 School Year.pdf



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Openings as of 4/7/2025

Substitute Special Education Paraprofessional

JobID: 3779

Position Type:
  Substitute/Substitute Paraprofessional


Date Posted:
  8/21/2024


Location:
  District


Closing Date:
  2024-2025 School Year


  Additional Information:  Show/Hide
         
Job Description Position Title: Substitute Special Education Paraprofessional Location: District-wide Department: Special Education Reports To: Building-Level Principals at assigned locations. Term: 2024-2025 School Year Schedule: Dependent on selected shifts – Following school hours of operation. Salary: $16.95/hr Date of last review: July 2024
 









SUMMARY: The Substitute Special Education Paraprofessional assists educators at the elementary, middle or high school level to support the district’s special education learners in either the general education classroom or special education classroom settings. The Substitute Special Education Paraprofessional assists learners with disabilities in their daily instructional and non-instructional activities under the supervision of the classroom and special education educators.
 
To Apply: Please complete the application and include three references.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff. 
• Assists educators in routine classroom operation, daily activities and assignments. 
• Maintains classroom by assisting educator with daily organization. 
• Acts as a liaison between special education classroom and general education classroom. 
• Proactively utilizes flexibility in assisting other programs or other learners to address changes and challenges based on learner, building, or district needs  
Communication:
• Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills. 
• Establishes & maintains relationship with all learners by pairing self as a reinforcer. 
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Maintains learner dignity and confidentiality in communication and interactions. 
• May assist learners with alternative modes of communication. 
• Assists educators with parent contact as requested to foster effective and participatory parent involvement in learner education.
• May assist learners with personal cares including, but not limited to feeding, toileting assistance, general hygiene practices, dressing needs as outlined in care plans or learner IEPs. 
Compassion:
• Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support. 
• Demonstrates understanding of learner’s disability, is courteous, respectful, and fair. 
• Acts as a communication liaison between learners and educators. 
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences. 
• Partners with others to resolve potential controversy and conflict through respectful discussion. 
• Proactively seeks to understand the ideas, opinions, and skills of others. 
Creativity:
• Demonstrates initiative and creativity with learners and their program(s). 
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience. 
• Demonstrates ability to problem solve in the moment situations for academic, behavioral, or learner health and safety needs. 
Critical Thinking:
• Fades prompts appropriately to promote both successful and independent responding. 
• Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations). 
• Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner’s behavioral plan. 
• Reasons, interprets, and analyzes information to generate new knowledge and understanding with ongoing professional learning.  
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities. 
• Maintains and acquires technical knowledge by attending required trainings and passing competency assessments. 
• Actively participates in on-going professional development opportunities. 
• Maintains communication with supervisor and director regarding feedback and growth opportunities 
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps. 
Responsibility:
• Provides skills instruction and behavior management strategies outlined in learner behavior plans or formal training to learners with disabilities, individually or in small groups, under the supervision of the classroom educator and special educator. 
• Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording. 
• Constructs, copies and distributes and use educational materials as instructed by special educator. 
• Implements learners positive behavior support plans with fidelity as specified by educator and support staff. 
• Provides structure by consistently conducting daily lesson plans set up by educator. 
• Provides supervision (examples: playground, cafeteria, recess, drop off/ pick up, study hall, bus duty) as directed by the building principal and supervisor. 
• Accompanies learners on field trips to support safety, supervision, and to carry out plans and accommodations to enrich their experience.  
• Assists in upholding and enforcing school rules and district policies and procedures.
   
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision. 
• The employee may frequently lift up to ~25 pounds without assistance. 
• The employee may occasionally lift up to ~50 pounds without assistance. 
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role. 
• The employee may perform a two-person transport, restraint, or lift (with training provided). 
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions. 
• The employee will work in an environment that has a quiet to loud noise level. 

Education and/or Experience:
• High School Diploma or General Education Degree (GED). 
• Associate’s Degree is preferred. 
• Experience working in an elementary school setting is preferred. 
• Experience working with complex learner behaviors is preferred.

Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 
 





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Openings as of 4/7/2025

Substitute Teacher

JobID: 3883

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  1/1/2025


Location:
  District


Closing Date:
  05/22/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Substitute Teacher Location: District Wide Reports To: Building-level principal for assigned location. Term: As needed basis following school year calendar. Schedule: As needed basis. Able to select shifts as desired. Salary: Full daily rate equates to $140.00. Will receive a $130 bonus after completing 10 full-time substitute days in the district – Does not need to be consecutive days. Bonus payment will follow the next payday after the 10th full time day has been paid. Date of last review: January 2025
 










SUMMARY: The Substitute Teacher covers the absence of the educator while providing instruction and assistance to learners and managing classroom activities and behaviors. The classroom educator creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in academics, choice ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive working relationships with learners, colleagues, and the wider school community.
Communication:
• Effectively communicates when resolving controversy and conflict through respectful negotiation.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Covers the absence of the educator through maintaining established educational plans.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, run, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work in an environment that has a moderate to loud noise level.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
Education and/or Experience:
• North Dakota Substitute Teaching License is required.
• North Dakota Teaching License is preferred.
• Experience working in a school setting is preferred.
• Experience working as a substitute teacher is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
SUPERVISORY RESPONSIBILITIES:
• None.

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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Substitute Teacher.pdf



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Openings as of 4/7/2025

Floating Substitute Teacher

JobID: 3776

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  7/29/2024


Location:
  District


Closing Date:
  Until filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Floating Substitute Teacher Location: District Wide Reports To: Building-level principal for assigned locations. Term: 2024-2025 School Year. Schedule: Follows the school’s start and end times. Salary: Full daily rate equates to $213.56. Will receive a $130 bonus after completing 10 full-time substitute days in the district – Does not need to be consecutive days. Bonus payment will follow the next payday after the 10th full time day has been paid. Date of last review: July 2024
 










SUMMARY: The Floating Substitute Teacher covers the absence of the educator while providing instruction and assistance to learners and managing classroom activities and behaviors. The classroom educator creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in academics, choice ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive working relationships with learners, colleagues, and the wider school community.
Communication:
• Effectively communicates when resolving controversy and conflict through respectful negotiation.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Covers the absence of the educator through maintaining established educational plans.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, run, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work in an environment that has a moderate to loud noise level.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
Education and/or Experience:
• North Dakota Substitute Teaching License is required.
• North Dakota Teaching License is preferred.
• Experience working in a school setting is preferred.
• Experience working as a substitute teacher is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
SUPERVISORY RESPONSIBILITIES:
• None.



Attachment(s):
• WFPS - Floating Substitute Teacher.pdf



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Openings as of 4/7/2025

Elementary Summer School Teachers 2025

JobID: 3916

Position Type:
  Summer School/Summer School Teacher


Date Posted:
  2/17/2025


Location:
  District


Closing Date:
  05/31/2025


  Additional Information:  Show/Hide
ELEMENTARY SUMMER SCHOOL TEACHERS - WEST FARGO PUBLIC SCHOOLS - SUMMER 2025

POSITION: Elementary Summer School Teachers - West Fargo Public Schools - Summer 2025

LOCATIONS: Aurora, Berger, Brooks Harbor, Deer Creek, Eastwood, Freedom, Osgood, South, and Willow Park Elementary Schools
TERM:  Dates: May 27-June 19, 2025 with a day of training completed on Summer School Principal determined date (after school sometime between May 12-23)

             Times: Class 8:00am - 12:00pm, Monday - Thursday
                         Teachers must report by 7:45am with the day ending at 12:15pm
                         Willow Park and L.E. Berger teachers work 7:45am - 2:45pm with an extended 21CCLC STEM program in the afternoons                          
 
SUMMARY: Provide an engaging, nurturing and safe learning environment for students attending summer school.
 
• Planning daily instruction
• Progress monitoring
• Attendance reporting
 
QUALIFICATIONS: 
 
• Current ND Teaching License 
• Trained in Guided Reading/Differentiated Reading Instruction
• Ability to foster a positive working relationship with students, staff and the school community
• Experience working in an elementary school setting preferred
 
SALARY: Refer to the Other Professionals Salary Schedule for pay rates
 
DEADLINE: Until filled
* WFPS funds the entire 11.75% employee contribution to TFFR, as well as the 12.75% employer contribution for individuals licensed and contracted by the WFPS District during the school year.


TO APPLY: https://www.applitrack.com/westfargo/onlineapp/
 
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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 



Attachment(s):
• T&L900 Getting Started with Guided Reading - Summer.docx



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Openings as of 4/7/2025

Substitute Elementary Summer School Teachers - Summer 2025

JobID: 3917

Position Type:
  Summer School/Summer School Teacher


Date Posted:
  2/17/2025


Location:
  District


Closing Date:
  05/31/2025


  Additional Information:  Show/Hide
SUBSTITUTE ELEMENTARY SUMMER SCHOOL TEACHERS - WEST FARGO PUBLIC SCHOOLS - SUMMER 2025
Teachers unable to commit to the entire summer session, but willing to substitute during available dates during the session, please apply!

POSITION: Substitute Elementary Summer School Teachers - West Fargo Public Schools - Summer 2025

LOCATIONS: Aurora, L.E. Berger, Brooks Harbor, Deer Creek, Eastwood, Freedom, Osgood, South, and Willow Park Elementary Schools.

TERM:  Dates: May 27-June 19, 2025       
             Times: Class 8:00am - 12:00pm, Monday - Thursday
                         Teachers must report by 7:45am with the day ending at 12:15pm
                         *Willow Park teachers work 7:45am - 2:45pm with the extended 21CCLC STEM program in the afternoons   

SUMMARY: Provide an engaging, nurturing and safe learning environment for students attending summer school.
• Planning daily instruction
• Progress monitoring
• Attendance reporting

QUALIFICATIONS: 
• Current ND substitute or regular teaching license
• Trained in Guided Reading and/or Small Group Literacy Instruction
• Ability to foster a positive working relationship with students, staff and the school community
• Experience working in an elementary school setting preferred 

DEADLINE:Until Filled

TO APPLY: https://www.applitrack.com/westfargo/onlineapp/
 
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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 





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Openings as of 4/7/2025

Language Interpreter

JobID: 3312

Position Type:
  Temporary


Date Posted:
  7/17/2023


Location:
  District


  Additional Information:  Show/Hide
LANGUAGE INTERPRETER - WEST FARGO PUBLIC SCHOOLS
West Fargo Public Schools is looking for interpreters for various languages to join our team for the 2023-2024 school year!

POSITION: Language Interpreter - West Fargo Public Schools

TERM: As requested by educators

SUMMARY:   An interpreter facilitates communication between learners whose first language isn’t English, their families, and West Fargo Public Schools.

ESSENTIAL DUTIES:
• Interpret all communications between learners, families, teachers, support staff, peers, and/or others.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.  
• Maintain all confidentiality as outlined by the West Fargo School District.

QUALIFICATIONS: 
• Bilingual in 2 or more languages

SALARY: Interpreters will be paid $22 per hour, and will be scheduled with individuals when needs arise.
 
DEADLINE: Open until filled

TO APPLY: https://www.applitrack.com/westfargo/onlineapp/ 
 
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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 





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Openings as of 4/7/2025

Cultural Liaison

JobID: 3313

Position Type:
  Temporary


Date Posted:
  7/17/2023


Location:
  District


Closing Date:
  Ongoing


  Additional Information:  Show/Hide
CULTURAL LIAISON - WEST FARGO PUBLIC SCHOOLS
West Fargo Public Schools is looking for Cultural Liaisons to join our team for the 2023-2024 school year!

POSITION: Cultural Liaisons - West Fargo Public Schools

TERM: Approximately 1-10 hours per week, will follow the West Fargo Public Schools calendar

SUMMARY:  The Cultural Liaison facilitates communication between students whose first language isn’t English, their families and West Fargo Public Schools. The Cultural Liaison encourages and empowers all learners to become active participants in the education activities and programs of their children. The goal of this position is to ensure successful education for all learners. 

ESSENTIAL DUTIES:
• Interact with multilingual learners and families at risk to enhance and support the learner's educational experience. 
• Facilitate and improves communication between schools and learners/families at risk. 
• Assist with enrollment of new learners in the district and connecting families to community resources. 

QUALIFICATIONS: 
• High school diploma or GED required
• Bilingual in two or more languages representative of a given culture. 
• Knowledge school district policies, procedures, and guidelines. 
• Knowledge of cultural issues, concerns, and community resources within the school district and its community. 
• Strong Oral and written communication skills.
• Translation skills for both oral and written language.
SALARY: Depending on experience, starting pay will follow the 2023-2024 Classifed Salary Schedule (B235)
 
DEADLINE: Open until filled

TO APPLY: https://www.applitrack.com/westfargo/onlineapp/  
 
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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 





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