1. Demonstrate native or near native fluency in Spanish. (we require an “Advanced” rating under the ACTFL Proficiency Guildelines).
2. Demonstrate English Language proficiency to allow communication with parents.
3. Demonstrate successful experience in Total Physical Response (TPR) methdology for teaching in an immersion program.
4. Develop lesson plans and instructional materials and provide individualized and small group instruction to adapt the District approved curriculum to the needs of each pupil.
5. Translate lesson plans into developmentally appropriate learning experiences.
6. Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere.
7. Evaluate pupils’ academic and social growth, keep appropriate records in a timely fashion prepare progress reports.
8. Identify pupil needs and make appropriate referrals and develop strategies for individual education plans.
9. Communicate regularly with parents outside normal classroom day by means of Schoology, newsletters, phone calls, e-mails, conferences, etc.
10. Work in a supportive and collaborative manner with colleagues and supervisors.
11. Maintain and improve professional skills by participating in building and department meetings, PLC’s, formal coursework, workshops, and seminars in an effort to stay current with best teaching practices.
12. Integration of technology into instruction.
13. Perform other duties of a similar nature or level.
20-21 Grade 5 Spanish Immersion Long Term Sub, eLearning Teacher, 1.0 FTE (ASAP-1/15/21)
2021 Grade 4 Spanish Immersion Long Term Sub Teacher, 1.0 FTE (Dates: 1/4/21-6/10/21)
1. Demonstrate native or near native fluency in Spanish. (we require an “Advanced” rating under the ACTFL Proficiency Guildelines).
2. Demonstrate English Language proficiency to allow communication with parents.
3. Demonstrate successful experience in Total Physical Response (TPR) methdology for teaching in an immersion program.
4. Develop lesson plans and instructional materials and provide individualized and small group instruction to adapt the District approved curriculum to the needs of each pupil.
5. Translate lesson plans into developmentally appropriate learning experiences.
6. Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere.
7. Evaluate pupils’ academic and social growth, keep appropriate records in a timely fashion prepare progress reports.
8. Identify pupil needs and make appropriate referrals and develop strategies for individual education plans.
9. Communicate regularly with parents outside normal classroom day by means of Schoology, newsletters, phone calls, e-mails, conferences, etc.
10. Work in a supportive and collaborative manner with colleagues and supervisors.
11. Maintain and improve professional skills by participating in building and department meetings, PLC’s, formal coursework, workshops, and seminars in an effort to stay current with best teaching practices.
12. Integration of technology into instruction.
13. Perform other duties of a similar nature or level.
Superintendent
ABOUT THE COMMUNITY/SCHOOL DISTRICT:
The Austin Public Schools’ main office is in Austin, Minnesota. The school district has an approximate enrollment of 5,098 pre-kindergarten through grade twelve students.
School District Website: https://www.austin.k12.mn.us
City Website: http://www.ci.austin.mn.us
LEADERSHIP PROFILE:
The Austin Public Schools School Board seeks a superintendent who:
- Promotes business and community involvement in schools
- Is visible and accessible to the School Board, staff, students, parents, and community
- Is a “people person” with proven abilities in human relations and communications
- Effectively mediates and accommodates different perspectives; values teamwork
- Acts with honesty and in an ethical manner with the School Board, staff, and community
- Develops and directs an effective leadership team
- Is proficient in sound fiscal management procedures, with proven experience in developing and administering a budget
- Develops trust and works collaboratively with diverse groups of stakeholders
Previous superintendent experience is preferred, but not required.
SALARY/CONTRACT:
A competitive compensation package, with a minimum salary of $155,000, will be negotiated commensurate with experience and qualifications. The contract length is negotiable as provided in Minnesota statute.
APPLICATION DEADLINE: January 25, 2021
APPLICATION PROCEDURE:
MSBA uses an online application process. Applicants begin the application process at https://mnmsba.myrevelus.com/. To be considered for this position, an applicant’s completed file must be received by the MSBA office by 11:59 p.m. on January 25, 2021, and must include the completed online application and the following uploaded documents: a cover letter indicating a desire to be a candidate for the “Austin Public Schools Superintendent;” legal proof or other evidence (i.e. certificate/license) showing the candidate’s qualification to be a superintendent in the state of Minnesota; and a set of up-to-date credentials, which includes a current resume, at least three letters of recommendation, and a copy of the candidate’s official transcript(s) (upon hire, originals must be submitted to the school district).
Please contact with any questions:
Barb Dorn, MSBA Executive Search Team
[email protected]
800-324-4459, ext. 121 (MN only) or 507-508-5501 (cell).
The Minnesota School Boards Association is an equal opportunity search agency.
Distance Learning Teacher
Distance Learning Teacher at the Willmar Middle School
Teacher- Long Term Substitute- Language Arts (Grade 7)
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.
ECSE Teacher
Full Time 1.0 Early Childhood Special Education Teacher is needed at the Forest Lake Area Education Center for the 2020-21 school year, to begin on November 2, 2020.
Minnesota teaching license required. License in Early Childhood Special Education or Special Education preferred, but not required.
Application deadline: 10/20/2020 or until filled.