Physical Education Teacher at Kennedy Elementary School
Physical Education Teacher
Coach – Baseball (Multiple Positions)
Varsity Assistant/JV Coach – Baseball
Salary: $3,668
Effective: Spring 2021
Sophomore Coach – Baseball
Salary: $3,668
Effective: Spring 2021
Freshman Coach – Baseball
Salary: $2,822
Effective: Spring 2021
REPORTS TO: The Activities Director, in conjunction with the Head Coach.
QUALIFICATIONS:
• Has knowledge and background in the assigned activity.
• Proven experience in teaching and modeling character and responsible behavior.
• Positive, high energy, and committed.
• Partners wells with parents, staff, community leaders, etc.
• View success not just as winning; but as helping team members to reach goals.
• Orientation toward continuous improvement.
SUPERVISES: Student participants and assumes a supervisory role over all student participants in program when such control is needed.
JOB GOAL: Carry out the objectives of the program as outlined by the Activities Director, in conjunction with the Head Coach. To instruct student participants in individual and team fundamentals, strategy and physical training necessary for them to realize a degree of individual and team success.
DUTIES AND RESPONSIBILITIES:
• Has a thorough knowledge of all the policies approved by the South St. Paul Board of Education and is responsible for its implementation by the entire staff of the sport/activity program.
• Has knowledge of the existing system, state and league regulations; implements some consistently.
• Understands the proper administrative line of command and refers all student and parent requests or grievances through proper channels. Is aware of all public/staff/departmental meetings that require attendance.
• Maintains discipline and works to increase morale and cooperation within the school activity program.
ADMINISTRATIVE DUTIES:
• Assists the head coach in scheduling and help in arranging transportation to away events.
• Assists in the necessary preparation to hold scheduled sport events or practices and adheres to scheduled facility times. Coordinates program with maintenance and school employees.
• Provides documentation to the Activities Director to fulfill state and system requirements concerning physical examinations, parental consent and eligibility.
• Provides proper safeguards for maintenance and protection of assigned equipment sites.
STUDENT RESPONSIBILITIES:
• Provides training rules and any other unique regulations to each student participant.
• By his/her presence at all practices, games and while traveling, provides assistance and guidance to and safeguards for each participant.
• Directs student managers and statisticians on respective teams.
• Determines discipline, delineates procedures concerning due process when the enforcement of discipline is necessary. Contacts the parents when a student is dropped or becomes ineligible.
EQUIPMENT AND FACILITIES:
• Is accountable to the head coach for all equipment. Collects the cost of any equipment lost or not returned. Arranges for issuing and storing of equipment and submits to the head coach an annual inventory and current records concerning same.
• Recommends to the head coach budgetary items for next year in his area of the program.
• Monitors equipment rooms, coaches’ offices and authorizes who may enter.
• Permits the athletes to only be in authorized areas of the building at the appropriate times.
• Examines locker rooms before and after practices and games, checking on general cleanliness of the facility. Responsible for cleanliness and maintenance of specific sport equipment.
• Secures all doors, lights, windows and locks before leaving building if custodians are not on duty.
• Instills in each player a respect for equipment and school property, its care and proper use.
PROGRAM RESPONSIBILITIES:
• Assists the head coach in carrying out his responsibilities.
• Makes press releases and school announcements.
• Instructs team members as to changes in the rules and teaches the fundamentals of the sport as outlined by the head coach.
• Maintains a record of team statistics and requirements for lettering. (For both the Activities Director and the head coach.)
• Works within the basic framework and philosophy of the head coach of that sport.
• Attends all staff meetings and carries out scouting assignments as outlined by the head coach.
• Arrives early enough before practice, contests and meetings to adequately prepare and remains long enough afterwards to help players with problems or to become involved in staff discussions.
• Helps in the planning and implementation of both in-season and out-of-season conditioning and weight programs.
• Never criticizes, admonishes or argues with any staff member within ears or eyes of players or parents.
• Strives to improve skills by attending clinics and using resources made available by the Activities Director and head coach.
• Attends most of the contests, when possible, of other teams in the program.
• Performs such other duties that are consistent with the nature of the position and that may be requested by the Activities Director and head coach.
Physical Requirements:
The physical demands 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 duties of this job, the employee is regularly required to talk, hear, lift, use hands for fingering, grasping and feeling, wrists, hands and/or fingers for repetitive motions. The employee is occasionally required to kneel, reach, stand and walk. The employee must frequently lift and/or move up to 10 pounds. The employee is occasionally required to lift and/or move up to and over 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. Employee must have valid driver’s license and reliable transportation.
Special Education Teacher (LD/EBD)
Special Education Teacher (EBD/LD)
High School
Job Summary
Provide specialized instruction, modifications and accommodations to students with disabilities. Follow all due process requirements under the Individual with Disabilities Education Act and Every School Succeeds Act. Work collaboratively with building staff. Provide direction to Paraprofessionals on day-to-day activities for student achievement. Participate in IEP meetings and facilitate communication between staff and families if necessary,
Job FunctionsProvide assistance and leadership in completing Functional Behavior Assessments as determined by the IEP team.
Consult with other educators, staff and parents in developing specialized educational programs for students.
Consult with other educators, staff and parents in the management and data collection around results of specialized programs.
Assist in making changes and adjustments to instructional techniques and accommodations and modifications for students.
Participate with families at school conferences and IEP meetings with parents when needed.
Communicate with appropriate teachers and other district staff personnel as necessary on educational matters.
Promote family attendance and involvement in school conferences and events.
Provide education to families as requested by the principal, teacher, or district staff.
Promote full consideration of individual needs of learners with disabilities in the academic environment.
Deliver the district’s written, taught and assessed curriculum.
Adhere to all district policies and procedures.
Support the district’s mission, vision and values.
Maintain knowledge and skills within 1B program changes and updates.
Other duties as assigned.
4-6 Elementary Immersion Teacher
POSITION DUTIES AND RESPONSIBILITIES Carry out all responsibilities associated with elementary immersion teaching assignment. Conduct classroom instruction of all basic subjects in Spanish. Interweave Hispanic cultures into student activities throughout the school year. Infuse global-mindedness into the curriculum on a continual basis. Develop multi-cultural curriculum materials and instructional strategies for elementary students as a part of a grade-level team. Communicate closely and encourage parental involvement regarding program goals, classroom activities, homework and school functions. Create a safe classroom environment. Collaborate with grade-level team members, program specialists, program coordinator, director and other staff regarding program implementation. Maintain knowledge of current and emerging trends, procedures and evaluation processes in immersion programs. Participate in regular program planning and staff development activities. Participate in all training programs required for immersion, the International Baccalaureate Organization Primary Years Programme and Responsive Classroom.
Early Childhood Special Education Teacher – #4703, Spring Lake Park Schools
About Spring Lake Park Schools
Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.
Spring Lake Park Schools is known for creating a culture of innovation, creativity and design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom and flexibility to try something different.
Position Overview:
A 0.8-1.0 FTE Early Childhood Special Education Teaching position servicing students and their families ages Birth-5, primary as a case manager providing specialized instructions to the students on IEPs in the inclusive classroom throughout Spring Lake Park Community based preschool programs. In addition, case managing due process evaluations for new students referred to ECSE through a variety of screening sources.
The successful candidate will be an individual who …
… firmly believes:
- all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
- in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
- in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
- in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.
General Responsibilities:
Duties include, but are not limited to…
- working with the Early Intervention team providing services for students and their families ages 3-5, using an itinerant service model in embedding specialized instruction to classroom routine.
- consulting with teachers and parents regarding motor activities, social-emotional development, self-help skills, cognitive skills, and sensory processing;
- maintaining close communication with parents and the early intervention team concerning student performance;
- maintaining accurate records, within Due Process compliance procedures, of students evaluated and served; including assessment results, progress and reports.
- making modifications and adaptations in preschool environments for students in IEPs have access to the general education curriculum
- participating in designated team meetings, Individual Education Plan meetings, and periodic reviews involved with assessment, programming, and evaluation decisions.
- scheduling early intervention, evaluation and service appointments; and
screening and evaluating students who have been referred to early intervention using standardized and criterion referenced tools. - supervising and collaborating with paraprofessionals, so systems of modifying and adapting environments can be implemented for students on IEPs.
Teacher- Long Term Substitute- Grade 1
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.