School Social Workers assist mainstream teachers and administrators in fulfilling their duties and responsibilities with all students. School Social Workers participate in screening, evaluations, and/or intervention with elementary school-age persons suspected of having emotional, social, behavioral, and/or learning difficulties. In addition to contact with these persons, assistance may also involve consultation with parents, siblings, teachers, school counselors, school psychologists, school nurses, school administrators, and appropriate non-school personnel to inform, as well as advise on issues of student functioning and needs. Services may also include school intervention strategies, behavioral management, in-service activities, and program evaluation. All such services are intended to help school staff recognize and provide for the individual differences and needs of all children.
High School Social Worker
Middle School Social Worker
School Social Workers assist mainstream teachers and administrators in fulfilling their duties and responsibilities with all students. School Social Workers participate in screening, evaluations, and/or intervention with elementary school-age persons suspected of having emotional, social, behavioral, and/or learning difficulties. In addition to contact with these persons, assistance may also involve consultation with parents, siblings, teachers, school counselors, school psychologists, school nurses, school administrators, and appropriate non-school personnel to inform, as well as advise on issues of student functioning and needs. Services may also include school intervention strategies, behavioral management, in-service activities, and program evaluation. All such services are intended to help school staff recognize and provide for the individual differences and needs of all children.
Guidance Counselor, part time 6-8 hours per week
Media/Technology Paraprofessional
This is a full-time position working eight (8) hours per day as a media/technology paraprofessional at Inver Grove Heights Middle School. The essential functions include, but are not limited to, the following fundamental duties: *Assist professional staff in the research, ordering, processing, and maintaining of media and technology services acquisitions. *Assist professional staff in the supervision, instruction, and assessment of students as it relates to media and technology services areas. *Train and assist teachers and students in the processes of media circulation, check-out, check-in. *Assist in the scheduling and coordination of building technology resources including: computer labs, mobile labs, and shared audio-visual aids. *Assist professional staff in the management of reading incentive programs. *Assist professional staff in the management of budget, and preparation for ordering supplies and resource materials. *Assist staff and students with general reference questions, including assisting with Internet and other educational technology issues. *Assist staff and students with computer troubleshooting when appropriate, escalate and coordinate with Technology Department staff to resolve issues. *Assist in the set-up and preparation of computer labs for learning and assessment. *Assist professional staff in keeping the library and general check-out computer labs as vibrant and effective learning areas. *Assist professional staff in organization and maintenance of collections for efficient use. *Maintain and upgrade technical skills as needed or assigned. *Manage and maintain Catalog, Circulation, Patron and Report systems for media, AV, and technology resources. *Prepare overdue notices, and collect overdue or lost material fines.
Middle School Choir Director
Under the direction of district administrators, the Classroom Teacher is responsible for developing lesson plans to present district curriculum in assigned instructional subjects; instructing students using lesson plans and instructional material; and evaluating and assessing student progress against instructional outcomes and objectives. Teachers also participate and collaborate with other instructional professionals, administrators, parents, counselors, and other district personnel concerning student needs, issues and district learning initiatives.
The successful Special Education Teacher 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 shared accountability and responsibility through working interdependently in fostering a commitment among staff and parent communities to create the conditions for equity and excellence resulting in elimination of the achievement gap in a model that promotes professional reflection and continuous improvement has demonstrated: successful experience in facilitating high-quality professional learning and remarkable outcomes through application the ability to effectively manage and lead change, including changing practices and structures in our school system that may perpetuate inequities based on race and class outstandingskills in written and oral communication, talent management, and school operations effective facilitation and personal use of technology as a communication tool to improve student achievement and manage work personal professional learning and development through a strong understanding of literature related to education, student learning, and leadership the ability to manage dialog effectively, valuing alternative points of view in planning and decision-making that he or she is a visible instructional leader courage to do what is best for students