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Signs Jobs in Minnesota (NOW HIRING)

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Signs information

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How much do signs jobs pay per hour?

As of Aug 17, 2026, the average hourly pay for signs in Minnesota is $19.93, according to ZipRecruiter salary data. Most workers in this role earn between $16.97 and $22.12 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a sign maker?

To thrive as a Sign Maker, you need strong design skills, attention to detail, and a background in graphic arts or a related field, often supported by a high school diploma or vocational training. Familiarity with design software like Adobe Illustrator or CorelDRAW, as well as experience with sign production equipment such as vinyl cutters and large format printers, is typically required. Good communication, creativity, and time management are crucial soft skills for understanding client needs and managing multiple projects. These abilities ensure the creation of high-quality, visually appealing signs that effectively meet customer specifications and deadlines.

What are some common challenges faced by sign makers, and how can they be addressed on the job?

Sign makers often encounter tight deadlines, especially when working on custom or large-scale projects for businesses. Managing multiple client requests, adapting to last-minute design changes, and ensuring high-quality production under time constraints are typical challenges. Effective communication with clients and team members, strong organizational skills, and proficiency with sign-making software and equipment are key to overcoming these obstacles. Additionally, staying up to date with new materials and fabrication techniques can help sign makers deliver better results and maintain a competitive edge.

What is a sign?

In the context of jobs, 'signs' typically refers to professionals who design, manufacture, install, or maintain signage. These signs can include anything from storefront signs and billboards to traffic and informational signs. Workers in this field may be involved in graphic design, fabrication, electrical work, and installation. Their goal is to create effective visual communication that conveys information, branding, or instructions to the public.

What is the difference between Signs vs Security Guards?

AspectSignsSecurity Guards
Required CredentialsNo formal credentials neededSecurity license or certification often required
Work EnvironmentPublic spaces, businesses, eventsPhysical presence at sites, patrols, monitoring
Employer & Industry UsageBusinesses, event organizers, property managersSecurity firms, private companies, government agencies
Common Search & Comparison IntentUnderstanding signage roles, safety infoJob responsibilities, qualifications, career info

Signs are non-employee visual cues used to convey information or warnings, requiring no formal credentials. Security guards are trained personnel responsible for safety and protection, often needing certifications. While signs provide passive communication, security guards actively monitor and respond to incidents. Both play vital roles in safety but differ significantly in credentials, responsibilities, and work environment.

What are popular job titles related to Signs jobs in Minnesota?

For Signs jobs in Minnesota, the most frequently searched job titles are:

What job categories do people searching Signs jobs in Minnesota look for?

The top searched job categories for Signs jobs in Minnesota are:

What cities in Minnesota are hiring for Signs jobs?

Cities in Minnesota with the most Signs job openings:

Signs jobs near you
Infographic showing various Signs job openings in Minnesota as of August 2026, with employment types broken down into 2% As Needed, 78% Full Time, 17% Part Time, and 3% Contract. Highlights an 99% Physical, and 1% Remote job distribution, with an average salary of $41,446 per year, or $19.9 per hour.

Sign Fluent Support Professional (SFSP)- American Sign Language Proficient ( Deaf and Hard of Hearin

Intermediate School District 917

Rosemount, MN • On-site

$26.34/hr

Contractor

Posted 3 days ago

New

Job description

Position Type:
Support Staff/Special Educ Program, Classroom or Intervener Assistants
Date Posted:
8/14/2026
Location:
South St. Paul Secondary, South St. Paul, MN
Date Available:
04/13/2026
INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING
Date Posted: August 14, 2026
Position Title: Sign Fluent Support Professional (SFSP), American Sign Language (ASL) Proficient
Assignment Location: South St. Paul Secondary, supporting the Itinerant Deaf and Hard of Hearing (D/HH) program
Hours per Day: 7.25
Schedule: 7:30 - 2:45 PM , 5 days a week
Anticipated Start Date: August 26, 2026
Starting At: Starting pay rate: $26.34 / hour per the Education Support Professionals Contract
POSITION OVERVIEW:
Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center-based deaf and hard of hearing program. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.
RESPONSIBILITIES:
  • Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
  • Assist classroom teacher in providing instruction and managing student educational programming.
  • Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
  • Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
  • Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
  • Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
  • Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
  • Facilitate activities with a student under the direction of the teacher, therapist or other related services staff.
  • Help to maintain safety of the student and the environment.
  • Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of the student and maintain a positive work environment for all.
  • Participate in training/in-service as assigned, in accordance to the contract.
  • Performs other job-related duties, as assigned.

QUALIFICATIONS:
  1. Proficiency in American Sign Language
  2. Willingness to participate in a paid six-week DeafBlind Intervener Training program
  3. Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in the educational setting, preferred, with general knowledge of the practices, methods, and techniques used in the teaching of students.
  4. Ability to serve in a role to support both the sign language and spoken language development of learners with a hearing loss.
  5. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the ParaPro assessment.
  6. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative, positive relationships and through the ability to follow program direction as provided by teachers and administration.
  7. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
  8. Ability to obtain PCA certification from the Department of Human Services.
  9. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
  10. Ability and desire to work with assistive technology.
  11. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
  1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
  2. Ability to support a student's full body weight up to adult size.
  3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
  4. Occasionally requires sitting, stooping, kneeling, and crouching.
  5. Ability to tolerate sudden jarring movement.
  6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
  7. Locations are generally moderately noisy.

DISTRICT PROFILE:
Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro. Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located. We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff. The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity. Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students. We serve students from birth through age 21 in a variety of special education programs located in multiple sites. Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul. At ISD 917, we belong to each other, and no one is invisible.
Mission (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
Core Values (= Drivers of Our Words and Actions)
  • Collaboration: Working together to achieve more collectively.
  • Empathy: Considering and respecting the perspective and needs of member districts, students, families and staff.
  • Innovation: Ongoing improvement of programs and services.
  • Stewardship: Managing financial and human resources carefully and responsibly.
  • Communication: Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
  • Integrity: Aligning our actions with our values and beliefs.
  • Personalization: Building on the strengths and addressing the unique needs of individual students.
  • Equity: Intentionally providing opportunities while removing barriers at all levels of the organization.
  • Diversity: Appreciating and valuing everyone's unique selves.

Strategic Directions (= Focus of Our Improvement Efforts)
  • Increase student achievement and engagement
  • Support and lead staff through continuous improvement
  • Deepen engagement of stakeholders through quality, equitable communication practices
  • Increase social-emotional learning and skills for students and staff
  • Increase support for ALL through inclusive practices

Intermediate School District 917 is an equal opportunity employer
Attachment(s):
  • SFSP Contract ( apart of ESP union)

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