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Minnesota Association of School Administrators

School Psychologist

School Psychologist

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Major Responsibilities:
Performs difficult professional work conducting psychological assessments; providing interpretation of test results; participating in educational planning; preparing psychological reports; providing customer service, and related work as apparent or assigned.  Work is performed under the general direction of the Director of Student Services.

Essential Functions

Conducts psychological assessments; evaluates students for special education needs, educational skills, social skills and emotional status.
Designs and facilitates programs for children with at risk for failure within the typical learning environment; provides knowledge of cultural mental health issues; assists administration with creating a safe and bully free environment; provides resources for out of district services and programs.
Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues.
Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child.
Provides mental health strategies; facilitates and coordinates training in social skills and anger management.
Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs.
Addresses inquiries from staff and administration in regards to response to intervention and positive behavior interventions and supports; collects information; assists with grant writing.

Knowledge, Skills and Abilities
Comprehensive knowledge of district policies, manuals, programs, processes and procedures; comprehensive knowledge of psychological policy, federal and state rules and regulations; comprehensive knowledge of standard office practices, procedures and equipment; thorough knowledge of business English, spelling and arithmetic; comprehensive knowledge of processes and procedures for evaluating education students; comprehensive knowledge of the principles, practices and procedures of district administration; comprehensive knowledge of curriculum and program development for special students; comprehensive knowledge of issues related to special education law and due process; comprehensive skill developing modified education plans; comprehensive skill analyzing behavioral and social skills; thorough skill operating standard office equipment, personal computer and applicable hardware and software; general skill using psychometric test kids; ability to analyze and interpret various psychological reports; ability to read and respond to grant requests; ability to display an understanding of due process law; ability to develop and present ideas effectively, orally and in written form; ability to compute rates, ratios and percentages; ability to make arithmetic computations using whole numbers, fractions and decimals; ability to understand special education funding streams for student placement and educational support needs; ability to apply communication skills while working in stressful intense situations; ability to access third party agencies and programs; ability to create and maintain files, records, reports and databases in a timely and effective manner both electronically and on paper; ability to communicate effectively both in oral and written formats; ability to establish and maintain effective working relationships with officials, teachers, employees and the general public.

Physical Requirements
This work requires the occasional exertion of up to 10 pounds of force; work regularly requires sitting, frequently requires speaking or hearing and occasionally requires standing, walking, using hands to finger, handle or feel, reaching with hands and arms, pushing or pulling, lifting 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, operating machines 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).

Teacher- Grade 1

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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.

Teacher- Art (.53)

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FTE: .53

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.

Teacher- Special Education (Autism)

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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.

Title I Teacher (600 Hours)

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A Title 1 teaching position is currently available at Forest Lake Elementary School to provide reading and or math interventions to students in grades 4-6.

 

​Application deadline:  until filled.

k-6 Elementary Teacher

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Elementary Teacher – K-6 – Metro Tech Academy, Minneapolis, MN

Job Title:  Elementary Teacher – Metro Tech Academy

 

Job Location:  Minneapolis, MN

 

Background:  Metro Tech Academy is a charter school, serving grades K-6 with approximately 150 students with diverse backgrounds. Due to growing enrollment, we are looking for dynamic teachers willing to be part of the school family committed to excellence.

 

Successful candidates will provide highly-effective and high-quality instruction as an elementary classroom teacher with identified students as English Language Learners.

 

Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is illustrative only  and is not a comprehensive listing of all functions and duties performed by incumbents of this position.  Employees are required to be in attendance and prepared to begin work at the school on the specified days and hours.  Factors such as regular attendance at the job are not routinely listed in job descriptions but are an essential function.  Essential duties and responsibilities may include, but are not limited to, the following:

  • Develop and maintain long-range and daily instructional plans based on Metro Tech Academy’s curricula that fosters thinking, reasoning, and problem-solving
  • Provide effective, developmentally-appropriate and differentiated instruction for diverse learners
  • Promote students’ comprehension of and interaction in a respectful environment
  • Regularly assess student learning of subject content and language using multiple forms of assessment.
  • Promote cooperation, assertion, responsibility, empathy, and self-control among students, as well as conflict resolution strategies.
  • Establish developmentally-appropriate behavioral expectations for students.
  • Collaborate with peers to develop and implement best practices based on the students’ needs and abilities
  • Collaborate and communicate regularly with families in making educational decisions.  Promote family involvement to support student learning.
  • Attend staff meetings and serve on staff committees as required
  • Meet Metro Tech Academy’s standards for performance and attendance.

 

 

Starting Date: August 2020

To Apply:  Send cover letter,3 letters of recommendation, license and resume to Yusuf Waged,  [email protected]

 

MTA is an equal opportunity educator and employer committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, gender, sexual orientation, marital status, age, citizenship status, veteran status, political affiliation and/or disability, as defined and required by state and federal laws.