Frontline Applicant Tracking - West Fargo Public Schools

Openings as of 4/27/2025

Administrative Assistant - Registrar

JobID: 4058

Position Type:
  Administrative Assistant/Administrative Assistant


Date Posted:
  4/11/2025


Location:
  District


Closing Date:
  04/27/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Administrative Assistant -Registrar Location: Liberty Middle School Department: Administrative Assistants Reports To: Building Principal Term: Ongoing 215-day position beginning July 21st, 2025 Schedule: Mon-Fri Approx. 7:30-4:00pm Salary: Position follows the  2024-2025 Classified Salary Schedule at B214. Starting salary begins at $18.40-$20.20/hour, based on experience. Date of last review: April 2025
 












SUMMARY: The Administrative Assistant provides administrative support for the school administration, learners, educators, parents, and the wider district community by implementing building-wide systems and district procedures and policies. The building level registrar has a focus of supporting incoming and outgoing learners, scheduling, and communication with stakeholders.
 
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:
• Creates a welcoming environment for visitors to school and assists with inquires.
• Assists visitors to the office building including learners, parents, substitute teachers, and paraprofessionals.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides timely and accurate information to learners, educators, families, and stakeholders via email, phone, and/or walk-in traffic.
• Prepares, copies, and distributes notices and/or memoranda or other correspondences for the purpose of informing school employees regarding incoming learners, schedules, and other work-related matters.
• Acts as a liaison for school administration and other school partners to provide insight and education on school administration-related topics.
• Answers telephone calls and provides information and assistance to callers.
• Responds to inquiries from learners, parent/guardians, and employees and provides information, facilitates communication, and provides direction.
• 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:
• Excels in implementing creative solutions focused on process improvement.
• Excels in prioritization and planning in order to ensure tasks and responsibilities are completed in a time, efficient manner.
• 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:
• Completes assigned office tasks and proactively seeks out additional responsibilities.
• Assists in planning and scheduling school events and activities.
• Operates in an organized manner and instills processes to expand organizational skills to other colleagues.
• Assists in maintaining documents, files, and records for the purpose of providing up-to-date reference and audit trail for compliance.
• Assists in maintaining inventory and supplies and materials.
• Registers new learners, ensures forms are complete, obtains transcripts and other documentation as needed, and enters data into the computer system regarding enrollment      and learner records.
• Exercise confidentiality, discretion, and good judgement.
 
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 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 in office administration or closely related field is preferred.
• Minimum two years of office administrative experience is preferred.
• Prior experience working in an elementary school is preferred.
• Prior experience working in an office environment is required.
• Excellent computational skills – Microsoft Office Suite, Excel/Spreadsheets, etc.
   
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 - Admin Asst - Registrar - LMS.pdf



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Openings as of 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

Assistant Cook Manager - Central Kitchen

JobID: 4069

Position Type:
  Food Service/Food Service


Date Posted:
  4/14/2025


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Assistant Cook Manager Location: Cheney Middle School Department: Food Services Reports To: Director of Food Services Term: Ongoing 182-day position beginning with the 2024-2025 school year Schedule: Mon-Fri 8 hours/day. Approx. 5:30am-1:30pm. 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: April 2025
 











SUMMARY: The Assistant Cook Manager is responsible for supporting the Cook Manager in managing the school kitchen by providing leadership, support, and guidance to ensure that food standards, inventory levels, food safety guidelines, and customer service expectations are met. The Assistant Cook Manager prepares and serves meals to learners according to established methods and procedures while maintaining high standards of food preparation and service with emphasis on menu appeal and maximum nutritional value.
 
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 the Cook Manager in overseeing the preparation and service of meals to students and staff by following established procedures.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Maintains open and effective communication with building administrator.
• Provides on-going training and daily direction to food service employees.
• Evaluates work performance of food service workers.
• 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:
• Prepares food items utilizing district approved standardized recipes and instructs personnel in the use of the recipes.
• Gives strict attention to product quality, portion control and minimization of waste.
• Adheres to budgeted staffing levels by ensuring kitchen staff work within assigned shift hours.
• Assists the Cook Manager in ensuring food product rotation by conducting weekly inventory of freezers, coolers and storerooms.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Cleans work area using proper sanitation procedures and supplies.
• Attends and participates in monthly meetings, trainings and/or workshops.
• 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:
• Maintains facilities by making regular inspections of the kitchen, identifies and report problem areas, and follow up until completion.
• Supervises activities of kitchen staff in food preparation to ensure proper safety, sanitation, quality and portion control.
• Submits weekly food and supply order.
• Ensures that correct prices and meal policies are enforced by overseeing point of sale functions
• Maintains accurate records of daily food sales by reconciling cash from all cash drawers and recording daily meal reports.
• Maintains accurate production records for each meal.
• Carries out internal promotional programs for food service.
• Performs cashiering duties including the use of computer, handling money, and making change accurately.
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 General Education Degree (GED).
• Prior experience with large quantity food preparation.
• Basic computational skills.
• Prior experience working in a school setting is preferred.
• Prior experience working in an middle school setting 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:
• May supervise other members of the food service department.

-----
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 - Assistant Cook Manager.pdf



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Openings as of 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

Special Education Teacher – Specialized Program: Intellectual Disabilities (Comprehensive Student Support Program PLUS)

JobID: 4073

Position Type:
  Special Education/Special Education (General)


Date Posted:
  4/15/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Teacher – Specialized Program: Intellectual Disabilities (Comprehensive Student Support Program PLUS) Location: District Wide – Secondary Level Department: Special Education Reports To: Director of Special Education Term: Renewing 188-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2025












SUMMARY: The Special Education Teacher of the Comprehensive Student Support Program + (CSSP+) is responsible for providing specialized instruction to learners enrolled in a highly structured and intensive support program. This role focuses on creating an engaging, nurturing, and safe learning environment that fosters learners’ academic, social, emotional, and physical development.
 
CSSP+ is a small-group, high-support program designed for learners with complex developmental profiles. The educator in this role delivers intensive interventions in academics, functional skills, communication, and adaptive behaviors, equipping learners with the skills necessary for successful post-secondary outcomes.
 
In alignment with the Individuals with Disabilities Education Act (IDEA), the CSSP+ Educator ensures compliance with all required documentation and procedures to support learners with disabilities in their educational settings.
 
This position involves close collaboration with a multidisciplinary team of professionals, including Board Certified Behavior Analysts (BCBAs), Speech-Language Pathologists (SLPs), School Psychologists, Special Educators, and Administrators. The CSSP+ Educator leverages data-driven decision-making and an understanding of behavior as communication to develop and implement individualized programming within a small-group, structured learning environment.
The ideal candidate is adaptable, proactive, and compassionate, demonstrating strong teamwork and problem-solving skills while supporting a diverse group of learners and their families.
Why West Fargo? 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. This program is heavily supported by district Behavior Specialists. Training in evidence-based crisis prevention and intervention strategies will be provided.
 
The CSSP+ Educator qualifies for a stipend of $2000, for three years, in addition to their contracted salary due to the uniqueness of the program.
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:
• Fosters an environment that establishes respect and rapport between educator and learners.
• Collaborates with a team, including outside providers, district administrators, cross-grade-level colleagues, paraprofessionals, and behavior technicians.
• 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.
• 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 using multiple formats for 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.
• Routinely communicates progress with IEP team members and ensures all data-based decisions are communicated with care.
• 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 that behavior is a form of communication and an opportunity to learn more about the learners’ needs and areas of instruction to focus on.
• 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 provides frequent opportunities for authentic and meaningful assessments.
• Establishes a 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 and pedagogy; 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.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• 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.
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 developmental level 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 employee may frequently sit and rise from the floor.
• 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 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 Special Education or similar area of study.
• 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 middle and high school settings 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:
• In collaboration with building and district administration, oversee Behavior Technicians and Registered Behavior Technicians.

-----
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 - CSSP+ Teacher Secondary.pdf



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Openings as of 4/27/2025

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.
 
 



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Openings as of 4/27/2025

Physical Therapist

JobID: 4006

Position Type:
  Specialists


Date Posted:
  4/11/2025


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Physical Therapist Location: District Department: Specialists Reports To: Assistant Director of Special Education Term: Ongoing 184-day position at 0.8 FTE starting with the 2025-26 school year Schedule: Part-time. Schedule TBD with Supervisor. Salary: Position follows the 2024-2025 Classified Salary Schedule at PT. Starting salary begins at $41.25-$43.05/hour, based on experience. Date of last review: March 2025
 












SUMMARY: The Physical Therapist shall provide direct care to learners with physical disabilities and/or functional limitations by planning and implementing therapy programs, evaluating learner progress, and educating learners and families in appropriate physical therapy methods.
 
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.
Communication:
• Instructs learners and parents/guardians and other family members of learner’s exercise programs, transfer training, positioning, safety issues, modifications and/or removal of architectural barriers, and use of special delivery services as necessary for the learner.
• Effectively communicates with other professionals regarding updating care plans for learners, coordinating services, and/or reporting adverse responses to treatment.
• Shares new information with staff on treatment techniques through in-service teaching and timely verbal communication.
• Directs and aids learners in active and passive exercises, muscle re-education, gait, functional training, utilizing pulleys and weights, steps and inclined surfaces.
• 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:
• Adapts conventional physical therapy techniques to meet the needs of learners unable to comprehend verbal commands or voluntarily carry out a regiment of therapeutic exercises; educates parents/guardians and family members.
• Performs administrative duties including documentation of learner visits, daily, monthly and yearly statistics; short- and long-term goals of department; equipment maintenance, repair and new purchases; coordination with pharmacy for resale purchases.
• 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 manual therapy techniques including soft tissue mobilization, extremity and joint mobilization, medical exercise therapy, myofascial release, and craniofacial therapy.
• Performs therapeutic exercise with and without equipment.
• Monitors learner progress throughout treatment; prepares and maintains records and reports as appropriate, ensures adherence to procedural safeguards and confidentiality requirements (e.g. progress reports, activity logs, Medicaid or insurance billing information, treatment plans).
• Complies with all Medicaid requirements for school-based claiming.
• Establishes a safe work environment at each session Ensuring the environment is free from distractions and obstacles.
 
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 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:
• Doctor of Physical Therapy Degree (DPT)
• Experience as a Physical Therapist is preferred.
• Experience managing complex learners behaviors is preferred.
• Experience working in a school setting 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 - Physical Therapist.pdf



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Openings as of 4/27/2025

Multi-Tiered Systems of Support (MTSS) Facilitator

JobID: 4068

Position Type:
  Specialists/Interventionist/Facilitator


Date Posted:
  4/16/2025


Location:
  District


Closing Date:
  04/28/2025


  Additional Information:  Show/Hide

         
Job Description Position Title: Multi-Tiered Systems of Support (MTSS) Facilitator Location: Two positions available - Cheney Middle School and Sheyenne High School Department: Curriculum & Instruction and Behavioral Health & Wellness Reports To: Building Principal and Directors of Curriculum & Instruction and Behavioral Health & Wellness Term: Renewing 198-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2025













SUMMARY: The MTSS Facilitator position leads MTSS system development at their assigned building in collaboration with other facilitators to ensure equity across the district. This is accomplished with the support of the Directors of Behavioral Health & Wellness and Curriculum & Instruction, and educators assigned to secondary intervention courses focused on evidence-based instructional practices aligned to our strategic and intensive interventions which are in support of the guaranteed and viable curriculum (GVC) and profile of a graduate dispositions.
 
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.
• Provides Principals with assistance, as requested, to create learner and educator intervention schedules.
• Collaborates with the counseling and administrative teams to ensure course registration is completed accurately for learners in academic interventions.
• Promotes Positive Behavior Intervention and Support (PBIS) practices across all three tiers including school-wide positive reinforcement systems for learners and educators.
• Leads the implementation of universal screening three times per year and teaming around data analysis to support intervention for at-risk learners.
• Provides modeling, coaching, feedback, and fidelity checks with school teams/specific staff in relation to individual learner/program needs.
• Collaborates with the MTSS facilitator team to support the transition of learners from one level to the next; for example, fifth to sixth and eighth to ninth.
• Assists staff in defining and measuring target behavior, determining the function of behavior, teaching replacement behavior, understanding principles of reinforcement, and implementing strategies for decreasing problem behavior.
• Supports the collaboration between community partners and school teams as needed to ensure a continuum of intentional, systemic intervention related to social-emotional and behavioral needs.
• Works collaboratively with the administrative team and educator leaders to design and implement targeted professional learning and continue to advance practices for intervention educators.
• Collaborates with the District Strategic Planning and Monitoring Committee to evaluate data and monitor the intervention programming at the district-level.
• Engages with other district staff in the professional learning community process.
Communication:
• Maintains communication with Director of Curriculum & Instruction and English Language Arts (ELA) & Math Coordinators.
• Maintains communication with Special Education Coordinators in a shared service model.
• Maintains communication with Director of Behavioral Health & Wellness and assigned Coordinator.
• Models, for intervention educators, formative and authentic assessments aligned to the standards and learning targets of the discipline.
• Communicates intervention assessment windows with intervention educators and works with learners who need make-up sessions for assessments.
• Models various instruction methods and creates videos for educator review as needed.
• 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.
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.
• Utilizes creative, critical thinking skills when faced with challenges.
• Establishes a culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Frequently monitors learners who are at risk of academic failure, stepping in to make preventative changes.
• Analyzes data to determine candidates for further screening.
• Analyzes data collected from learner performance to inform the program and monitor the MTSS system.
• Facilitates and models using learner data and evidence to inform instruction both individually and with intervention teams.
• Maintains knowledge of Individuals with Disabilities Education Act (IDEA) procedures, especially related to discipline-related procedures.
• Utilizes fluency in data analysis, including platforms and manual entry (i.e., Excel) to visually display information to promote data-based decision making.
• 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:
• Facilitates and models the integration of technology into the educational environment.
• Conducts screening for new learners as needed throughout the year.
• Leads teaming around the annual completion of school-wide fidelity inventories to identify areas of growth.
• Leads the implementation of universal screening three times per year and teaming around data analysis to support intervention for at-risk learners.
• Facilitates building-level teaming to respond to areas of need based on data, including data collection across a variety of platforms and methodology.
• Provides guidance and guidelines for evidence of the implementation of professional learning.
• 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 learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and 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.
• Bachelor’s Degree in Arts or Science Education.
• Minimum 3 years of relevant experience.
• Minimum of 3 years of leadership experience.
• Prior experience working in a school setting preferred.
• Completed training in math literacy is preferred.
• Prior experience with effective progress monitoring procedures is preferred.
• Prior experience facilitating adult learning is preferred.
• Prior experience with restorative practices and other non-exclusionary discipline practices is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple and complex instructions and correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercises confidentiality, discretion, and good judgement.
• Adheres to the assigned work schedule by maintaining regular and punctual attendance.
• Utilizes critical reading and writing literacy skills.
• Employs effective classroom management and engagement strategies.
• Prior experience with effective formative and summative assessment practices is preferred.
• Prior experience with standards-based grading and reporting practices is preferred.
• Prior experience with research-based instructional practices is preferred.
• Prior experience with small group instructional methods is preferred.
• Prior experience with integration of technology is preferred.
 
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 - MTSS Facilitator.pdf



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Openings as of 4/27/2025

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 4/27/2025

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 4/27/2025

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 4/27/2025

Teacher of Learners with Visual Impairment

JobID: 4071

Position Type:
  Specialists/Visually Impaired


Date Posted:
  4/15/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Teacher of Learners with Visual Impairment Location: Itinerant Department: Special Education Reports To: Director of Special Education Term: Renewing 188-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2025











SUMMARY: The Teacher of Learners with Visual Impairment (TVI) works directly with learners, ages 3 through 21, in the West Fargo Public School system to provide quality education to learners with visual impairments. The TVI works with a committed team to participate in planning and implementation of learner programs, establish a community-based curriculum, develop communication and social skills, establish inter-district cooperation, and a positive, effective guardian/learner partnership.
 
The TVI provides intervention and supports in academics, future-ready skills, knowledge, and dispositions for learners to be compassionate, lifelong learners, and contributing citizens in a rapidly changing world. The TVI follows the Individuals with Disabilities Education Act (IDEA) procedures and complete the compliant paperwork to support learners with disabilities in educational settings.

Opportunities exists for the TVI to develop and experiment with adaptive materials; implement best practices, and integrate with general education populations.
 
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:
• Participates as a member of a multidisciplinary team for the purpose of developing an evaluation and making recommendations based on individual learner needs.
• Participate in Individualized Education Plans (IEPs) for learners who qualify for VI supports for the purpose of developing an appropriate IEP.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
 
Communication:
• Articulates curriculum between, and among, various learner levels.
• 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:
• Acts to ensure appropriate IEP implementation in the area of service; directs work of instructional assistants and support members for IEP team.
• 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:
• Develops learning systems to use in community and campus settings.
• 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 provides frequent opportunities for authentic and meaningful assessments.
• Establishes a culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Designs instructions and records progress of learners.
• Maintains accurate records (learner performance data, clerical responsibilities, Medicare billing, etc.) for the purpose of documenting learner information, reports, and Medicare reimbursements.
• 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:
• Monitors delivery and frequency of VI related services.
• Prepares and procures adapted materials (i.e. braille).
• Manages learner caseloads across multiple school settings, which may include case management responsibilities.
• 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 learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates an 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 endorsement in Visual Impairment.
• Bachelor’s Degree in one of more areas of special education or area of similar study.
• Basic knowledge of Orientation and Mobility skills and programming.
• Prior experience working with learners with visual impairments is preferred.
• Prior experience reading, writing, corresponding in Braille 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):
• WFPS - TVI.pdf



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Openings as of 4/27/2025

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.

-----
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 4/27/2025

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.

-----
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 4/27/2025

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 4/27/2025

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/
 
---
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 4/27/2025

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/
 
---
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 4/27/2025

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/ 
 
---
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 4/27/2025

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/  
 
---
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 4/27/2025

Classified Transfer Request 2025-2026 School Year (Internal Only)

JobID: 3983

Position Type:
  Transfers & Internal Only/Classified Transfer


Date Posted:
  3/3/2025


Location:
  District


Closing Date:
  05/31/2025


  Additional Information:  Show/Hide
OPPORTUNITY TO TRANSFER
Transfer requests for the 2025-2026 school year are now open for classified employees! This is an opportunity to request a transfer to a like position at another location within the district.

Transfer requests will remain open through May 31, 2025. Placements may begin prior to that time and continue throughout the remainder of the school year and into the summer in preparation for the upcoming school year.
The transfer request allows staff to express their transfer preferences while being as specific as possible within the request to assist those administrators conducting the hiring. When submitting the request, staff may include updated application materials (resume, cover letter, etc.), but the system will also allow requests to be submitted without updated materials. 

Dates for the in-district transfer will be as follows:
 
Classified Transfer Window:
 
• March 3 - May 31, 2025





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Openings as of 4/27/2025

Elementary School Transfers - Round 3 (Final) (Internal Only)

JobID: 4061

Position Type:
  Transfers & Internal Only/Elementary Transfers


Date Posted:
  4/14/2025


Location:
  District


Closing Date:
  07/15/2025


  Additional Information:  Show/Hide
Opportunity to Transfer - Round 3
The third and final Elementary School Teacher transfer window for the 2025-2026 school year is now open!
 
A transfer request allows staff to transfer to a similar position or location, i.e., an elementary classroom teacher requesting a transfer to another elementary classroom setting, science to science, physical education to physical education, etc. There are three request windows with blackout periods this year. During the blackout periods, staff are not able to submit a transfer request. Please be mindful of the blackout period dates and the deadlines.

Applicants may choose to submit during any, or all, of the transfer rounds, depending on preference and available information. The transfer requests allow staff to express their transfer preferences while being as specific as possible within the request to assist those administrators conducting the hiring. When submitting the request, staff may include updated application materials (resume, cover letter, etc.), but the system will also allow requests to be submitted without updated materials. 

Placement decisions will begin following the initial round.
Dates for in-district transfers will be as follows:
Teacher Transfer Windows 
 
• Window 1: Jan 27th - Feb 14th
   
• Window 2: March 3rd - March 26th
    
• Window 3:
  • April 14 – June 15 – Secondary School & SPED
  • April 14 – July 15 – Elementary School

*No in-district transfers will be accepted after these dates without mutual agreement from both principals.




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Openings as of 4/27/2025

High School Transfers - Round 3 (Final) (Internal Only)

JobID: 4062

Position Type:
  Transfers & Internal Only/High School Transfers


Date Posted:
  4/14/2025


Location:
  District


Closing Date:
  06/15/2025


  Additional Information:  Show/Hide
Opportunity to Transfer - Round 3
The third and final High School Teacher transfer window for the 2025-2026 school year is now open!
 
A transfer request allows staff to transfer to a similar position or location, i.e., an elementary classroom teacher requesting a transfer to another elementary classroom setting, science to science, physical education to physical education, etc. There are three request windows with blackout periods this year. During the blackout periods, staff are not able to submit a transfer request. Please be mindful of the blackout period dates and the deadlines.

Applicants may choose to submit during any, or all, of the transfer rounds, depending on preference and available information. The transfer requests allow staff to express their transfer preferences while being as specific as possible within the request to assist those administrators conducting the hiring. When submitting the request, staff may include updated application materials (resume, cover letter, etc.), but the system will also allow requests to be submitted without updated materials. 

Placement decisions will begin following the initial round.
Dates for in-district transfers will be as follows:
Teacher Transfer Windows 
 
• Window 1: Jan 27th - Feb 14th
   
• Window 2: March 3rd - March 26th
    
• Window 3:
  • April 14 – June 15 – Secondary School & SPED
  • April 14 – July 15 – Elementary School

*No in-district transfers will be accepted after these dates without mutual agreement from both principals.




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Openings as of 4/27/2025

Middle School Transfers - Round 3 (Final) (Internal Only)

JobID: 4063

Position Type:
  Transfers & Internal Only/Middle School Transfers


Date Posted:
  4/14/2025


Location:
  District


Closing Date:
  06/15/2025


  Additional Information:  Show/Hide
Opportunity to Transfer - Round 3
The third and final Middle School Teacher transfer window for the 2025-2026 school year is now open!
 
A transfer request allows staff to transfer to a similar position or location, i.e., an elementary classroom teacher requesting a transfer to another elementary classroom setting, science to science, physical education to physical education, etc. There are three request windows with blackout periods this year. During the blackout periods, staff are not able to submit a transfer request. Please be mindful of the blackout period dates and the deadlines.

Applicants may choose to submit during any, or all, of the transfer rounds, depending on preference and available information. The transfer requests allow staff to express their transfer preferences while being as specific as possible within the request to assist those administrators conducting the hiring. When submitting the request, staff may include updated application materials (resume, cover letter, etc.), but the system will also allow requests to be submitted without updated materials. 

Placement decisions will begin following the initial round.
Dates for in-district transfers will be as follows:
Teacher Transfer Windows 
 
• Window 1: Jan 27th - Feb 14th
   
• Window 2: March 3rd - March 26th
    
• Window 3:
  • April 14 – June 15 – Secondary School & SPED
  • April 14 – July 15 – Elementary School

*No in-district transfers will be accepted after these dates without mutual agreement from both principals.




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Openings as of 4/27/2025

Special Education Transfers - Round 3 (Final) (Internal Only)

JobID: 4064

Position Type:
  Transfers & Internal Only/Special Education Transfers


Date Posted:
  4/14/2025


Location:
  District


Closing Date:
  06/15/2025


  Additional Information:  Show/Hide
Opportunity to Transfer - Round 3
The third and final Special Education transfer window for the 2025-2026 school year is now open!
 
A transfer request allows staff to transfer to a similar position or location, i.e., an elementary classroom teacher requesting a transfer to another elementary classroom setting, science to science, physical education to physical education, etc. There are three request windows with blackout periods this year. During the blackout periods, staff are not able to submit a transfer request. Please be mindful of the blackout period dates and the deadlines.

Applicants may choose to submit during any, or all, of the transfer rounds, depending on preference and available information. The transfer requests allow staff to express their transfer preferences while being as specific as possible within the request to assist those administrators conducting the hiring. When submitting the request, staff may include updated application materials (resume, cover letter, etc.), but the system will also allow requests to be submitted without updated materials. 

Placement decisions will begin following the initial round.
Dates for in-district transfers will be as follows:
Teacher Transfer Windows 
 
• Window 1: Jan 27th - Feb 14th
   
• Window 2: March 3rd - March 26th
    
• Window 3:
  • April 14 – June 15 – Secondary School & SPED
  • April 14 – July 15 – Elementary School

*No in-district transfers will be accepted after these dates without mutual agreement from both principals.




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Openings as of 4/27/2025

WFPS AVID Tutors (Internal Only)

JobID: 3398

Position Type:
  Tutors


Date Posted:
  9/15/2023


Location:
  District


Closing Date:
  Until filled


  Additional Information:  Show/Hide

**WFPS AVID TUTORS ONLY** 
 
POSITION: WFPS AVID Tutors - West Fargo Public Schools
 
QUALIFICATIONS: 
 
• Completed tutor training
• Approval from WFPS AVID Director to become an AVID Tutor
 

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 4/27/2025

WFPS AVID Tutors (Internal Only)

JobID: 3828

Position Type:
  Tutors


Date Posted:
  9/16/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

**WFPS AVID TUTORS ONLY** 
 
POSITION: WFPS AVID Tutors - West Fargo Public Schools
 
QUALIFICATIONS: 
 
• Completed tutor training
• Approval from WFPS AVID Director to become an AVID Tutor
 

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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