Frontline Applicant Tracking - West Fargo Public Schools

Openings as of 4/7/2025

Baseball - Varsity Assistant Coach

JobID: 3989

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  3/5/2025


Location:
  Sheyenne High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Baseball – Varsity Assistant Coach Location: Sheyenne High School Department: Athletics/Activities Reports To: Athletic Director Term: Spring 2025 Season Schedule: See Summary for more information. Salary: Position follows the Activities Pay Schedule 2023-2025 Date of last review: March 2025
 











SUMMARY: The Baseball – Varsity Assistant 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.

Schedule: 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.
 
For more information, contact Jason Beilke at: jbeilke@west-fargo.k12.nd.us
 
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 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 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 must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work outdoors and, if so, will be exposed to the applicable weather elements.
• 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:
• 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. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.




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Openings as of 4/7/2025

Track and Field Assistant Coach - Sheyenne High School

JobID: 3990

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  3/5/2025


Location:
  Sheyenne High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Track and Field –Assistant Coach Location: Sheyenne High School Department: Athletics/Activities Reports To: Athletic Director Term: Spring 2025 Season Schedule: See Summary for more information. Salary: Position follows the Activities Pay Schedule 2023-2025 Date of last review: March 2025
 











SUMMARY: The Track and Field – Assistant 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.

Schedule: 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.
 
For more information, contact Jaime Watson or Jared Slinde at:
 jwatson@west-fargo.k12.nd.us or jslinde@west-fargo.k12.nd.us

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 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 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 must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may work outdoors and, if so, will be exposed to the applicable weather elements.
• 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:
• 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. 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 - Track and Field - Assistant Coach - SHS.pdf



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Openings as of 4/7/2025

Health Sciences Teacher

JobID: 4002

Position Type:
  High School Teacher/Career & Technical Education


Date Posted:
  3/17/2025


Location:
  Sheyenne High School


Closing Date:
  3/31/25 or Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Health Sciences Teacher Location: Sheyenne High School Department: Curriculum & Instruction Reports To: Building Principal 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: March 2025












SUMMARY: The Health Sciences Teacher provides instruction and practical hands-on experiences to learners in health sciences to promote marketable job skills and training in a related career field including classroom and lab instruction related to the medical field. Areas of instruction may include areas such as principles of biomedical sciences, CNA courses, medical terminology, and health sciences. The classroom teacher 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.
 
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.
• Fosters an environment that establishes respect and rapport between the educator and learners.
• Utilizes questions and discussion topics that promotes critical thinking.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Facilitates connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• 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.
• 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:
• 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.
• Proactively engages in problem solving when faced with challenges.
Responsibility:
• Proactively seeks areas of opportunity to grow in planning and organizational skills.
• 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:
• Education or experience required includes either of the following:
  • Bachelor’s degree with a health-related major, or major equivalent as accepted by ESPB, from an approved institution with appropriate certification in approved field.
  • Work experience in the health field with 8,000 hours of verifiable occupational excellence.
• Selected candidate will be required to complete Clinical Practice Program within first two years of employment.
  • Provisional certification to teach in a CTE funded program may be granted when the instructor is enrolled in a CTE approved alternative teacher preparation program. Such provisional certification may be renewed annually provided the instructor is continuing to work toward full licensure. Provisional licensing options are available in Occupational, Praxis Testing Option (may be available depending on route), or Alternate Licensing.
  • An instructor shall earn a minimum of six (6) credits for renewal of the regular (5 year) CTE credential.
• Valid Teaching Certificate in Career and Technical Education is required.
  • Information related to CTE Teacher Certification Licensing and Occupational Work Verification can be found on the ND CTE website at: http://www.nd.gov/cte/teacher-cert/#requirements
• Previous experience working in a high 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.

-----
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 - Health Sciences Teacher.pdf



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Openings as of 4/7/2025

Digital Media, Graphics, and Photography Teacher

JobID: 4023

Position Type:
  High School Teacher/Career & Technical Education


Date Posted:
  3/25/2025


Location:
  Sheyenne High School


Closing Date:
  4/7/25 or Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Digital Media, Graphics, and Photography – Career & Technical Education Teacher Location: Sheyenne High School Department: Curriculum & Instruction Reports To: Building Principal 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: March 2025












SUMMARY: The Digital Media, Graphics, & Photography – Career & Technical Education (CTE) Teacher creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in skills and practical hands-on experiences to obtain marketable jobs skills or preparation for post-secondary training. 
 
The Digital Media, Graphics, & Photography CTE Teacher provides instruction and practical hands-on experiences to learners in digital photography, graphic publications, and fundamentals of broadcast journalism to promote marketable job skills and training in a related career field including includes classroom and lab instruction related to typography, information design, branding-identity systems, illustration, social media tools, interviewing and writing, video editing, and broadcasting.
 
Projects may include logos, brochures, posters, magazine layouts, packaging, digital video creation, photography, animation, and/or emerging skills related to the industry. The Digital Media, Graphics, & Photography CTE Teacher provides future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
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:
• Demonstrates technical skills related to the industry and technology skills for communication and organization.
• 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.
• 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:
• 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:
• 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:
• Applicants are required to have one of the following:
  • Bachelor's degree with a major or major equivalent (as accepted by ESPB) from an approved institution and a valid Teaching Certificate in Career and Technical Education
    • Information related to CTE Teacher Certification Licensing and Occupational Work Verification can be found on the DCTE website at: http://www.nd.gov/cte/teacher-cert/#requirements
  • Work experience in the areas of digital media, graphic design, or photography and a provisional certification to teach in a CTE funded program.
    • A provisional certification to teach in a CTE funded program may be granted when the instructor is enrolled in a CTE approved alternative teacher preparation program. Such provisional certifications may be renewed annually provided the instructor is continuing to work toward full licensure. Provisional licensing options are available in Occupational, Praxis Testing Option (may be available depending on route), or Alternate Licensing.
    • An instructor shall earn a minimum of six (6) credits for renewal of the regular (5 year) CTE credential.
• Prior experience in project management in both digital and print for publications.
• Prior experience or knowledge/interest in media and broadcast is preferred.
• 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.

-----
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 - DMGP - CTE - SHS.pdf



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Openings as of 4/7/2025

Spanish Teacher

JobID: 3606

Position Type:
  High School Teacher/World Language - Spanish


Date Posted:
  4/15/2024


Location:
  Sheyenne High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: World Language - Spanish Location: Sheyenne High School 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 World Language - Spanish Teacher creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in Spanish, 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:
• Develops and administers foreign language education curriculum consistent with school district goals and objectives.
• 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 Spanish.
• Bachelor's Degree with major or major equivalency in Spanish.
• 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 - World Language Teacher - Spanish - Sheyenne.pdf



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Openings as of 4/7/2025

Special Education Paraprofessional

JobID: 3984

Position Type:
  Paraprofessionals/Special Education Paraprofessional


Date Posted:
  3/6/2025


Location:
  Sheyenne High School


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Special Education Paraprofessional Location: Sheyenne High School Department: Special Education Reports To: Building Principal Term: Ongoing 9-month position following the school calendar Schedule: Mon-Fri approx. 6.5 hours/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: March 2025
 












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 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 is preferred. 
• Experience working in an elementary school setting is preferred. 
• Experience working with complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

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


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



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