Licensed School Nurse
Licensed School Nurse
Teacher- English (.70)
FTE: .70
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.
Science Teacher
The Richfield Public School is currently accepting applications for a full time Science Teacher working with students in grade 6 at the Middle School beginning the 2020-2021 school year.
The Richfield Public School District is in the heart of the Twin Cities Metropolitan area and serves a diverse student population in Richfield and the surrounding communities. The Richfield Public Schools inspires and empowers each individual to learn, grow and excel.
Teacher- Art
QUALIFICATIONS:
1. Wisconsin DPI license commensurate with the specific teaching assignment.
2. Prefer experience as a teacher at the level and in the area of assignment.
PHYSICAL REQUIREMENTS:
This work regularly requires sitting, standing, walking, speaking, hearing and occasionally requires pushing, pulling, lifting, and operating machines; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word; 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 is generally in a moderately noisy location (e.g. school offices/classrooms/passageways).
FACS Teacher – Pioneer Ridge Middle School
FACS Teacher (Family & Consumer Sciences)
Pioneer Ridge Middle School
For More Information contact: Dana Miller at [email protected]
Position Start Date: August 25, 2020
Days/FTE: 1.0 FTE (8:00am – 4:00pm)
Banded/Graded: C-5-2
Responsible To: Building Principal
Qualifications: Valid State of Minnesota License in 6-12 FACS preferred/ licensure in another content area consider if there is an interest and/or work experience related to family consumer science. Would need to to eligible to apply for a tier 1 license in family and consumer sciences.
Posted until filled
Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills: See attachment
Compensation and Yearly Duration of Employment: Compensation will be determined by District 112 and the Chaska Education Association (CEA).
Background check will be conducted.
If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check the eligibility as listed in the above agreement.
If recommended for employment, applicant will provide proof of legal right to work in the United States if required.
Application Procedure:
Please apply online at: http://www.district112.org (only online applications will be accepted).
Literacy Coach TOSA
Job Description: Full-time (1.0 FTE) Elementary Literacy Coach. A literacy coach builds the capacity of Tier 1 (core) classroom teachers to close the literacy achievement gap by supporting teachers’ capacity to implement best practice instruction, increasing student engagement and improving student academic achievement. This support will take place through:Professional Development – The coach works one-on-one and in small groups with teachers, providing guidance, training, and other resources as needed on a daily or weekly basis for the implementation for grade level, content area, or program development supported by evidence-based practices.
Literacy instructional leadership – A Striving Reading Comprehensive Literacy (SRCL) Coach supports the classroom teacher, support staff, and building principal in addressing literacy academic issues teachers face daily in their classrooms. The coach may model lessons, participate in PLC conversations, or help teachers create lesson plans designed to ensure all learners, especially marginalized students in core instruction, meet or exceed grade level expectations.
Collaboration – The SRCL instructional coach teams with administrators, other coaches, and classroom teachers in a collaborative, reflective relationship to enhance literacy instructional capacity and maximize student learning.
Essential Duties and Responsibilities:Provide comprehensive instructional coaching in literacy evidence-based practices consistent with local literacy plan and Striving Reading Comprehensive Literacy Grant requirements
Collaborate with all designated SRCL teachers by providing regular coach feedback on literacy instructional practices, implementation of plan requirements, alignment of practices to the Academic Standards, data analysis, differentiation for students below or above grade level, and other related practices
Serve as resource for identifying support for teachers, especially with regard to differentiating professional learning needs
Know and use current evidence-based practices with a proven track record of success
Advocate for equity by collaborating with district coaches and addressing literacy evidence-based practices that help teachers meet the needs of all learners, especially marginalized students
Communicate regularly with building principals and district administrators to address implementation issues, develop common understanding of outcomes, support teachers, identify challenges, and celebrate successes