Rush City High School (Grades 7-12) has a full-time position for a Science Teacher beginning the 2021-2022 school year. This position is for 9th grade Physical Science and 11-12 grade Chemistry. Rush City School District employees enjoy great work conditions, a positive and supportive environment, regionally competitive compensation, and an excellent benefits package. This position is open until filled.
Science Teacher
Early Childhood Family Education Educator – Infants & Toddlers
Position Summary:
Owatonna’s Early Childhood Family Education Program (ECFE) is seeking an early childhood educator to provide high quality early learning through delivery of evidence-based curriculum, instruction and assessment. This position has responsibilities to present weekly lessons designed to address identified needs of children using developmentally appropriate best practices within the MN/Owatonna Early Childhood Indicators of Progress. This position supports families, colleagues, and community partners with experiences and information designed to promote healthy parent/child interaction and child and family development. This position delivers early childhood learning experiences to children ages 0-35 months and their families. The primary learning environment is small groups of age-specific children with their parents. ECFE classes meet September 13, 2021 through May 20, 2022 for a total of 30-weeks of programming. This assignment includes 13 sections of parent/child classes and the Amazing Newborn Clinic. A copy of the program calendar and class schedule are available upon request.
Teacher- Mathematics
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.
Curriculum and Instruction Coordinator
General Definition of Work
The Curriculum and Instruction Coordinator will coordinate PreK-12 curriculum, assessment and instructional program development, including the implementation of the MN Academic Standards in order to provide a high-quality and equitable education for all students. The Coordinator will also support the design and delivery of a K-12 academic multi-tiered system of support, including coordination of Talent Development and Intervention services as part of the MTSS framework. This position commences with the 2021-22 School Year on July 1, 2021.
Essential Functions:Provides training and support to administrators, teachers, and leadership teams to facilitate implementation of a Multi-Tiered System of Supports at the district and school level.
Provide leadership in proposed and on-going curriculum development projects for all grades; guide the development, implementation and assessment of the district’s curriculum.
Coordinate the efforts of the school staff in the horizontal and vertical articulation of the curriculum among and between grade levels, meet frequently and/or facilitate staff meetings as needed at the each level to ensure curriculum delivery methods and to interpret and help implement the districts’ curriculum.
Assist in the planning and coordinating of staff development programs and coaching opportunities within each grade level in all curriculum areas on how to enhance student’s literacy and math skills; provide constructive feedback to instructional staff.
Assist with program and instruction evaluation based on formative assessment analyses; collaborate with staff on instructional needs during PLC’s and/or planning time, conduct training for teachers related to testing requirements and all teaching and learning areas.
Support the development of Title I, Title II, and Title IV applications and budgets, monitor expenditures, complete required reporting and ensure compliance through reporting and monitoring
Analyze and report results of assessments to stakeholder groups; interpret results of test scores; maintain calendar of assessment activities; organize the receipt, distribution, collections, and mailing of testing materials; provide training for testing administration as needed; generate graphic visualization of data in efforts to assist school leadership in making meaningful and actionable decisions.
Assist with program and instruction evaluation based on formative assessment analyses; collaborate with staff on instructional needs during PLC’s and other staff meetings, conduct training for teachers related to testing requirements.
Serves as District Assessment Coordinator (DAC)
Coordinate and provide training for assessment administration.
Performs other duties as assigned.
American Sign Language Interpreter
American Sign Language Interpreter TBD
Please view details below:
General Definition of Work
Performs intermediate skilled human support work assisting deaf or hearing-impaired individuals understand what is being communicated, and related work as apparent or assigned. Work is performed under the limited supervision of the Director of Student Support Services.
Essential Functions
Translate the spoken word into sign language.
Provide guidance to students regarding routines, schedules and management of materials.
Consult with licensed staff as necessary.
Knowledge, Skills and Abilities
Thorough knowledge of district policies and procedures; thorough knowledge of School Crisis Planning Guide and related emergency documents (evacuation, lockdown, fire, weather); comprehensive knowledge of American Sign Language; ability to make arithmetic computation and compute ratios; general knowledge of standard office and specific software applications; ability to implement and model the “Code of Conduct”; general knowledge of First Aid; ability to establish and maintain effective and professional relationships with staff, faculty, students and parents.
Education and Experience
Hold current interpreter and transliterator certificates awarded by the Registry of Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded by the National Association of the Deaf (NAD), or a comparable state certification from the Commissioner of Education. Completion of interpreter/transliterator training program affiliated with an accredited educational institution.
Physical Requirements
This work requires the occasional exertion of up to 10 pounds of force; work regularly requires speaking or hearing and frequently standing, walking, sitting, reaching with hands and arms and repetitive motions; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a moderately noisy location (e.g. business office, light traffic).
Special Requirements
American Sign Language Interpreter upon hire
Current Interpreter/Transliterator Certification upon hire
Completion of Interpreter/Transliterator Program.
Apply for this position here: https://alexschools.tedk12.com/hire/ViewJob.aspx?JobID=25
Alexandria School District 206
Family and Consumer Science Teacher
The person in this position teaches students in grades 7-12. Qualified candidates will meet the following criteria:
· Must possess a Minnesota license to teach Family and Consumer Sciences
· Dynamic and positive professional educator committed to a collaborative and student-centered approach
Complete an online application at (www.generalasp.com/desch/onlineapp) with
electronically attached cover letter, resume, 3 reference letters,
and unofficial academic transcripts.
This posting will remain open through August 12, 2021.
If you have questions about the position, contact Principal Todd Rowekamp
at 507-545-2631 or [email protected]
For assistance or questions related to the application, contact Tara Dabelstein
at 507-545-2125 or [email protected]
Dover-Eyota is a progressive, financially stable public school district located 12 miles east of Rochester, Minnesota.
The district enjoys excellent community support and has a reputation for providing a quality comprehensive
education in a safe and supportive environment. The secondary building currently serves about 600 students
in grades 6-12 and offers an outstanding facility and an enthusiastic and collegial faculty.
All new employees are required to submit to a
Child Protection Background Check.
We encourage minorities to apply. EOE
Dover-Eyota Public Schools,
615 South Ave. SW, Eyota MN 55934
507-545-2125