Effective immediately, the Human Resources Department will accept online applications for the position of a .8 FTE Technology Teacher, teaching Design & Automation in the Middle School (.6 FTE) and Intro to Trades in the High School (.2 FTE). Teachers licensed in Science, Technology, or Math are encouraged to apply. We offer a competitive salary and benefits package. Salary placement is based on education and experience as indicated in Teachers’ Collectively Bargained Agreement.
Technology Teacher – .8 FTE (Design & Automation-MS and Intro to Trades-HS)
Early Childhood Education Educator Long Term Substitute
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 7 sections of ECFE parent/child learning experiences to children ages 31-months to not-yet-in-kindergarten. The primary learning environment is small groups of age-specific children with their parents. This assignment also includes 3 sections of a three-year-old-preschool class. ECFE classes meet from September 13, 2021 through May 20, 2022 for a total of 30-weeks of programming. A copy of the program calendar and class schedule are available upon request. This assignment includes a role as developmental screener for the Early Childhood Screening (ECS) program..
Science Teacher
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.
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.