Language Arts (Long Term Substitute)

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 District is seeking a dynamic and dedicated educational leader who will work in partnership with district and school leaders to provide leadership and vision in the area of special education, including: directing the day-to-day operations; monitoring student continuous progress; serving as an advocate for the students and parents; understanding and implementing processes and practices in compliance with state and federal laws; and managing services with other agencies. The successful Director of Special Education will be an individual who firmly believes: – all students can learn and that their learning can be directly influenced by focusing on factors over which we have control – that student learning guides practice and decision-making throughout the school and system – in the need, and has demonstrated the ability, to work interdependently, across schools and departments – in the need, and has demonstrated the ability, to foster a commitment among staff and parent communities to creating the conditions of equity and excellence. has demonstrated: – successful experience in implementing systemic programming that raises achievement, and results in improved social, emotional, and behavioral health of students; – a commitment to personalized learning, creating and aligning structures that ensure struggling students receive targeted instructional support from high quality teaching staff; – a commitment to professional learning, developing and leveraging the strengths of special educators, teachers and support staff, for success; – the ability to lead and monitor successful in-district programming for students with more severe needs; – the ability to effectively manage and lead change, including changing practices and structures in our school system that may perpetuate inequities based on race, ability and class; – the ability to manage dialogue effectively, valuing alternative points of view in planning and decision-making, shaping an operational and cultural environment that built around trust, competence, and interdependency; – personal professional learning and development through a strong understanding of literature related to education, student learning, and leadership