As a Science Teacher with Willmar Public Schools, you’ll have the chance to: Develop engaging lesson plans aligned with district curriculum standards inclusive of the Standards Based Learning model.
Deliver high-quality instruction to high school students.
Assess student progress and provide valuable feedback.
Collaborate with fellow educators daily with common prep time and Professional Learning Communities.
Collaborate with parents and families through individual conferences prior to the start of the school year.
Collaborate with Instructional Coaches and Administrators using the Marzano Focused Teacher Evaluation, Growth, and Professional Development model.
Create a positive and inclusive learning environment.
Science Teacher
Teacher – Speech & Language Pathologist
1.0 FTE
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 – Speech & Language Pathologist
1.0 FTE
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-Transition Coordinator
1.0 FTE
JOB GOAL:
Under the direction of the Student Services Department/Building Principal, the Transition Coordinator will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The Transition Coordinator will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success.
ESSENTIAL FUNCTIONS:
The Transition Coordinator will:
Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
Develop curriculum, design and implement lesson plans, and assess student progress.
Disseminate information to staff, students, and parents regarding student needs, progress, and resources.
Coordinate transition activities for college, career, and community readiness.
Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration.
Facilitate referral, application, eligibility process for student and families to adult service providers.
Assist with alignment of the transition continuum of services at the secondary level.
Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.
Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.
Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities.
Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).
Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students.
Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.
PROFESSIONAL DEVELOPMENT:
The Transition Coordinator is expected to demonstrate professional development by:
Participating actively in inservice programs and opportunities that increase skills.
Keeping abreast of professional development in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc.
Serving on District committees, task forces, work groups, etc., as requested.
REPORTS TO: Student Services Department / HS Building Principal or Associate Principal
Teacher – Special Education-Transition Coordinator
1.0 FTE
JOB GOAL:
Under the direction of the Student Services Department/Building Principal, the Transition Coordinator will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The Transition Coordinator will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success.
ESSENTIAL FUNCTIONS:
The Transition Coordinator will:
Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
Develop curriculum, design and implement lesson plans, and assess student progress.
Disseminate information to staff, students, and parents regarding student needs, progress, and resources.
Coordinate transition activities for college, career, and community readiness.
Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration.
Facilitate referral, application, eligibility process for student and families to adult service providers.
Assist with alignment of the transition continuum of services at the secondary level.
Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.
Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.
Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities.
Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).
Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students.
Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.
PROFESSIONAL DEVELOPMENT:
The Transition Coordinator is expected to demonstrate professional development by:
Participating actively in inservice programs and opportunities that increase skills.
Keeping abreast of professional development in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc.
Serving on District committees, task forces, work groups, etc., as requested.
REPORTS TO: Student Services Department / HS Building Principal or Associate Principal
Teacher – Technology Education/Computer Science
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.