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Minnesota Association of School Administrators

Special Education Teacher- Virtual Academy

Special Education Teacher- Virtual Academy

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Description:  ISD 191 is a suburban Minneapolis system of 8,500 students comprised of the communities of Burnsville, Eagan, and Savage. District 191’s dynamic leadership team is highly committed to working each day to align the work of adults throughout our system, and within our community, around improving the learning of each of our students. We are committed to finding innovative leaders who value working in a collaborative culture with colleagues and staff.

Essential Job Functions

License / Education Requirements:  Minnesota special education teaching license(s).  Highly qualified in a core academic area(s) or can be certified highly qualified.

Job Responsibilities:  The licensed Special Education Lead works closely with the Virtual Academy instructional team to support the development and implementation of the school’s special education service delivery model. The teacher serves as a case manager and implements resource  evidence-based instructional practices.

Early Childhood Special Education Coordinator

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Description: ISD 191 is a suburban Minneapolis system of 8,500 students comprised of the communities of Burnsville, Eagan, and Savage. District 191’s dynamic leadership team is highly committed to working each day to align the work of adults throughout our system, and within our community, around improving the learning of each of our students. We are seeking innovative leaders committed to equity and access and value working in a collaborative culture with colleagues and staff.

Coordinator position is part of the district Special Education team supporting Early Childhood Special Education (ECSE) staff, students, and families through development and implementation of culturally responsive curriculum, instruction and assessment. The ECSE team works collaboratively with building and district administration to support early learning in elementary schools and at Diamondhead Education Center. Key areas of responsibility include: Collaboratively responsible for the management and delivery of comprehensive services for families and children from birth through age five who receive special education services.
Assist in the orientation of new special education staff and ongoing professional development
Provide leadership and coaching in the selection and implementation of evidence based curriculum and instruction for students receiving special education services
Coordinate the ECSE department student services and program development, including due process
Provide critical coaching and leadership to staff to ensure educational equity and early intervention during the pre-referral process; support the implementation of the Multi-Tiered Systems of Support (MTSS)

Teacher- Art/Library Media Specialist

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Teaching and Learning Coordinator

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Description: ISD 191 is a suburban Minneapolis system of 9,500 students comprised of the communities of Burnsville, Eagan, and Savage. District 191’s dynamic leadership team is highly committed to working each day to align the work of adults throughout our system, and within our community, around improving the learning of each of our students. We are seeking innovative leaders committed to equity and access and value working in a collaborative culture with colleagues and staff.

Coordinator position is part of the district School Improvement and Student Achievement (SISA) team supporting PK-12+ staff, students, and families through development and implementation of culturally responsive curriculum, instruction and assessment. SISA team works collaboratively with building and district administration to support school improvement plans. Key areas of responsibility include: Title Program Management: Provide development, evaluation, and planning leadership to assigned state, federal and district programs. Responsible for the development of Title applications and budgets, monitor expenditures, complete related federal and state reports, and ensure compliance through reporting and monitoring SERVS data for Title I, Title II, and Title IV as well as other federal and state programs.
MTSS Framework and Interventions: Support the design and delivery of K-12 academic multi-tiered systems of support including data collection and analysis, curriculum review and development and professional development. Implementation of tier 1 and 2 proactive interventions.
ADSIS Program Management: ADSIS communications internally and externally; application and budget development, alignment, and oversight, and annual data collection and submission; Evaluate application goals and service plan Implementation of tier 2 & 3 interventions.

1.0 FTE High School Physical Education Teacher

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Essential Functions:          A full-time (1.0 FTE) Physical Education Teacher at Faribault High School commencing with the 2021-22 school year on August 23, 2021.  Duties will include supervision of the weight room and teaching weight lifting classes to secondary 9-12 students and possibly other courses as needed.

1.0 FTE Kindergarten Teacher

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Essential Functions: A full-time (1.0 FTE) Kindergarten Teacher at Lincoln Elementary School. Performs professional work providing a broad range of teaching services within our elementary school, assisting students to develop skills, attitudes and learning methods at various levels to a targeted audience.