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Minnesota Association of School Administrators

Elementary Academic Specialist

Elementary Academic Specialist

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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

Primary Responsibilities
Duties of this job include, but are not limited to:

  • providing guided instruction and specific interventions to accelerate students who are identified as at-risk
  •  co-teaching with classroom teachers and working with small groups of students will be necessary for student success

Speech & Language Clinician, Birth-Age 3

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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:

This position will work with early childhood students and their families in our birth to age 3 program, primarily going into students’ homes to service students.  The clinician will also service students in our Discovery Days daycare program, located at our District Services Center, where this position is officed.

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;
  • providing consultation to school staff and parents;
  • working collaboratively with school staff and family homes, while managing all aspects of due process procedures and mandates.

The successful candidate will be an individual who …

  • is committed to providing an equitable learning environment;
  • can effectively meet school, student, and program needs;
  • maintain confidentiality;
  • is competent in use of computers and other technology equipment;
  • has ability to act in a leadership role and independently initiate and follow through on tasks under minimal supervision; and
  • can demonstrate effective oral and written communication skills in working with students, families, and community representatives and in collaborating with school personnel.

 

… 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 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.

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 expected functions and duties performed. 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…

  • implement and maintain school programs and services for students with disabilities;
  • assess students’ developmental, cognitive and social needs and provides developmentally appropriate instruction to meet those needs;
  • act as a liaison between the students, family, community, and the school;
  • work effectively with an interdisciplinary team and have the ability to work independently;
  • work with school staff to provide academic and behavior support to classroom teachers;
  • case manage and maintain appropriate due process files;
  • participate in and provide information for team meetings related to school programs and student services;
  • use technology skills to organize and deliver school programs and student services;
  • meet the District’s standards for employee performance and attendance;
  • participate in staff development/professional growth activities relevant to position, responsibilities and school improvement plans; and
  • perform related duties as assigned/requested.

Agriculture/Business Teacher

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Agriculture/Business Teacher (Full-time Position)

Caledonia High School has an opening for an Agriculture/Business teacher. The position is full time. The teacher would be responsible for teaching classes such as woods, construction, basic skills, fish and wildlife, and industrial tech. There is also a possibility to teach MCIS classes with this position. Applications will be accepted until April 12, 2019.

Please complete an employment application on-line at www.cps.k12.mn.us and include a resume, application letter, copy of license, and three letters of recommendation. Contact Mary Morem, Middle/High School Principal, at 507-438-5646 or email at [email protected] with questions about the position.

Submit your application materials to Caledonia Middle/High School, Attention:  Mrs. Mary Morem, 825 North Warrior Avenue, Caledonia, MN 55921

Mental Health Practitioner/Behavior Specialist

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Hiawatha Valley Education District (HVED) is seeking a talented, self-motivated Mental Health Practitioner/Behavior Specialist to join the Mental Health Practitioner/Behavior Specialist team. This position is trained and competent in designing and implementing positive behavioral interventions and support to member district teachers and/or HVED’s Level IV Behavior and Autism program(s). This position will serve multiple school districts within the Education District. District and program assignments are based on a combination of geographic location, student caseloads and district needs, as well as team and employee preferences.

Competencies:

  • Must be able to work in team decision-making situations
  • Must possess strong written and verbal communication skills
  • Must possess ability to problem-solve
  • Must possess ability to coordinate with others and lead teams when necessary
  • Knowledgeable in interpreting and supporting Functional Behavioral Assessments (FBAs)
  • Familiar with PBSP (Positive Behavior Support Plan) and BIPS (Behavior Intervention plans)

Responsibilities (include but not limited to):

  • Provide classroom and behavioral supports for students through analyzing data to identify inappropriate behaviors, planning, implementing and tracking individual behavioral plan.
  • Identifying barriers to successful transition and facilitating transition plans.
  • Assist IEP teams in problem-solving and creating plans to manage behaviors that affect a student’s learning.
  • Become a certified CPI (Crisis Prevention Intervention) Trainer and facilitate CPI initial and refresher courses for HVED employees and member district employees.
  • Provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions and regular monitoring to produce socially significant improvement in children’s behavior.
  • A Mental Health Practitioner (MHP) serving Hiawatha Valley Education District’s Level IV Behavior and/or Autism Program(s) will create a therapy plan by providing direct therapy with individual and group students, complete Diagnostic Assessments, collaborate with team to establish and build Children’s Therapeutic Services and Supports (CTSS) program, and facilitate ITP and IEP meetings in collaboration with case manager(s).