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Minnesota Association of School Administrators

Dean of Students

Dean of Students

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Job Goal:  The Dean of Students will assist the building principal in providing academic and social emotional support to students.  The Dean of Students will assist in implementation of the Multi-Tiered Systems of Support (MTSS), and will have an added emphasis in increasing social and emotional learning, student supports, and behavior coaching for students and staff.

REPORTS TO:
Building principal.

JOB RESPONSIBILITIES:

  • Establish and maintain positive interactions with students and families.
  • Assist the principal in maintaining a safe and positive learning environment.
  • Provide building leadership in the areas of PBIS, Restorative practices, EMLSS and PLC’s.
  • Provide leadership and instruction in social, emotional, and behavior management, mental health concerns, and the impact of trauma.
  • Consult with teachers to facilitate the infusion of SEL activities and restorative measures into the regular education curriculum.
  • Work cooperatively with team members, parents, and other student support staff to meet the educational and developmental needs of individual students including referral to outside resources.
  • Provide positive support and guidance to students. Counsel individual students to resolve or remediate problems (decision making or social skills). Work with students and families to meet student needs. When appropriate, conduct sessions/interventions with students directed toward problem resolution with family problems, self-awareness, or other issues/circumstances that may arise.
  • Provide social skills instruction for students in small groups, interventions/reteaching and/or class lessons.
  • Resolve discipline problems in a fair, just and timely manner, and assist in maintaining records of disciplinary or other action taken.
  • Confer with parents, teachers, counselors, support service personnel and students on matters of discipline and welfare.
  • Serve and lead on the building PBIS and Behavior teams (also may participate in district-level related work).
  • Coordinate Functional Behavior Assessments and assist with the development and tracking of individual behavior plans.
  • Attends 504, Special Education (IEP), SST and other meetings as appropriate.
  • Assist the principal on matters of student attendance.
  • Act as the building truancy officer.
  • Coordinate the monthly “Tiger Trait” awards.
  • Assists in the administration and facilitation of state testing.
  • Assist in the interpretation and implementation of school and district programs, policies, and the procedures for students, parents, staff and community.
  • Additional duties and responsibilities as assigned.

Education Assistant for Special Education

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Education Assistant for Special Education
Class 3A (Resource) or Class 3B (Center-based) positions available at elementary or secondary school site(s)
Seven hours per day, which includes 6.5 hours of paid work time and 30 minutes of unpaid lunch time
$24.03 per hour plus benefits based on the current salary schedule

RESPONSIBILITIES

  • Assists in providing supervision and instruction to students with disabilities in a center-based setting
  • Provides clerical and organizational support to special education teachers as needed.
  • Works with individuals and/or small groups when activities and assignments are presented by mainstream teachers and/or special education teachers.
  • Provides support for students in crisis.
  • Willingness to lift, carry and physically manage as necessary.
  • Other duties as assigned by teacher or administrator.

English Language Teacher

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English Language Teacher

**$5,000 signing bonus provided**

Position Purpose:
The English Language (EL) Teacher position identifies, screens, and assesses English Learners (ELs) to determine initial placement as well as ongoing learning needs. This position coordinates service delivery within a continuum of support and provides school staff with consultation and collaboration to better serve the unique needs of ELs. The EL Teacher communicates with parents, arranges for interpretation and translation services, and advocates for ELs. The ultimate goal of the EL service is to increase ELs success in their mainstream classrooms.

Essential Duties:

  • Identification, Screening, and Evaluation
    • Coordinate with district registrars to identify potential ELs via the Home Language Questionnaire
    • Organize and administer WIDA ACCESS screening for initial placement
    • Organize and administer annual WIDA ACCESS test; coordinate with District Assessment Coordinators (DACs) and technology contacts in each district to develop schedule of testing across districts
    • Complete annual WIDA ACCESS test administration training and provide certificate of completion to each DAC
    • Request early WIDA ACCESS scores from DACs in May to make exit decisions
    • Provide classroom teachers and parents copies of individual student reports for WIDA ACCESS tests
  • Coordination of Service Delivery
    • Communicate with classroom and content teachers and determine appropriate times for service delivery
    • Coordinate interpreters and translations for school to home communications and conferences
    • Introduce students to regional career opportunities and cultural resources through an annual arts culture, and career-building field trip
    • Provide services across a continuum of supports in a variety of settings
    • Ensure that classroom and content teachers have the opportunity to improve teaching skills through participation in collaborative planning and EL professional learning opportunities
    • Develop and maintain an EL professional lending library of print and multimedia resources
  • Curriculum and Instruction
    • Ensure educational equity and access for English Learners (ELs) through high-quality, evidence-based language instruction
    • Develop standards-based curricula, particularly selecting lessons that match needs and interests of the students
    • Provide direct instruction to ELs in reading, writing, listening, and speaking
    • Plan literacy-based lessons that support vocabulary development, according to each EL’s needs and interests
    • Prepare instructional plans based on individual student need along a continuum of supports (e.g., push-in, pull-out)
    • Create a Language Instruction Educational Program (LIEP) Plan for each EL student being served
  • Consultation and Collaboration
    • Meet with teachers of ELs to present assessment results, provide recommendations for classroom instruction, accommodations and/or modifications, develop a plan for service delivery, and share LIEP plans
    • Consult on ELs who are not making adequate progress within the mainstream classroom
    • Advocate on behalf of ELs with administrators and teachers regarding cultural needs, curriculum and instruction, and social/emotional aspects for students learning in their second language and culture
  • Professional Learning
    • Engage in study of another language to gain first-hand experience with language acquisition
    • Participate in professional learning opportunities (e.g., Minnesota Department of Education (MDE), Minnesota Teachers of English as a Second Language (MNTESOL), Minnesota Council on the Teaching of Languages and Cultures (MCTLC), The Center for Advanced Research on Language Acquisition (CARLA))
    • Facilitate professional learning using effective adult learning strategies on a variety of EL-related topics for classroom and content teachers
    • Meet twice yearly with English as a Second Language (ESL), American Sign Language (ASL), and World language teachers and provide professional learning in second language acquisition
  • Other Duties as Assigned
    • Perform other duties as assigned

Classroom Music Teacher

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Barnum Elementary is seeking a .40 FTE GR. 3-6 CLASSROOM MUSIC TEACHER to begin with the 2024-2025 school year. MN licensure in classroom music is preferred. Candidate must demonstrate strong musical knowledge and ability, and be able to work well with our music team.