Building Supervisor, Evening/Weekend Hours – #4287

About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 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 recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered 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, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview

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

Position Overview

Under the direction of the Director of Student Services, the Occupational Therapist provides direct occupational therapy services to students (birth through age twenty-one) and consultation (indirect) services to employees and parents throughout the district.

General Responsibilities include…

screens and/or evaluates students who have been referred to occupational therapy in the areas of: fine motor coordination and postural adjustments, perceptual motor control, sensory integration and activities of daily living with emphasis on specific lags, and pathological responses, as related to academic functioning;
consults with teachers and parents regarding appropriate motor activities, self-help skills, and special equipment/assistive devices;
maintains close communication with classroom teachers, other staff members, and parents concerning student’s performance;
maintains accurate records of students evaluated and served in the occupational therapy program, including: assessment results, therapy progress, and reports;
participates in designated team meetings, Individualized Education Plan (IEP) conferences, and periodic reviews to assess programming and reevaluation decisions; and
schedules occupational therapy evaluation and treatment times and locations with teachers and building administration.

Knowledge and Skills, include, but are not limited to the ability to: communicate clearly and concisely, in both oral and written form;
read and interpret documents, such as professional assessment and program manuals;
make decisions regarding eligibility for and dismissal from special education services;
score and interpret scores on standardized tests;
schedule efficiently, across multiple sites;
apply knowledge of occupational therapy to students in an educational setting, to effectively and efficiently meet their individual needs;
function independently and as a member of a professional team;
provide consultation services to teachers, paraprofessionals, and parents to effectively serve students in need of educationally-based occupational therapy;
handle and manipulate specialized equipment and demonstrate for students, as needed;
perform work wherever required by students and parents, including: schools, offices, and residences; and
use typical office productivity software and applications (Word, Excel, PowerPoint, Outlook, Schoology, Infinite Campus, etc.)

About Spring Lake Park Schools:

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 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 recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered 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, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Program Information:

A 1.0 FTE Speech and Language Pathologist position working at Park Terrace Elementary School with students with disabilities in grades K-4.

Position Overview:

The ideal candidate will provide excellent instruction and case management skills to students with speech/language and other types of disabilities.  This includes:

providing direct instruction to students;
working collaboratively with school staff and family homes, while managing all aspects of due process procedures and mandates;
communicating with parents to provide regular updates on student successes and challenges;
collaborating with principals, special education coordinator and staff, and professional learning communities, to ensure student needs are being met; and
maintaining student records of services provided, following Due Process best practices and compliance;
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.