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Minnesota Association of School Administrators

American Indian Education Advisor

American Indian Education Advisor

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The American Indian Education Advisor will be responsible along with the Indian Education liaison of ensuring the Indian Education plan is implemented.  The American Indian Education Advisor will also work with the American Indian Parent Advisory Committee.

Job Duties:

-Provide academic support to American Indian students

-Act as a resource to teachers and staff for incorporating inclusive practices and American Indian content standards in K-12 classrooms

-Coordinate culturally appropriate training and identify resources and content materials appropriate for staff

-Encourage parents to be active in both Indian education meetings and events

-Develop relationships and work cooperatively with a team member with school district staff to support students academic performance, achievement, attendance and/or behavior

-Seeks solutions to attendance and academic performance roadblocks

-Work collaboratively with the AIPAC, Indian Education Liaison and Assistant Superintendent-Teaching & Learning

-Other duties as relevant to the Indian Education Plan

 

Qualifications:

-Minimum Qualifications: High School Diploma or equivalent

-Good written and verbal communication skills

-Ability to work closely with parents, staff, administration and community

-Knowledge of American Indian culture and language

 

Pay:

-Rate $30-$40 per hour dependent on qualifications

-Paid as a consultant

-This position does not qualify for benefits

Gifted and Talented Specialist Teacher, .5 FTE

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 About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6200 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:
·       Support talent development for all students
·       Collaborate with classroom teachers to help create an environment in which students identified as gifted can use their strengths, explore their personal and interpersonal development, risk new areas of learning, and feel challenged
·       Support elementary gifted cluster teachers to design learning experiences that embed career and life competencies and make connections between academics and affective development
·       Embrace affective differences of learners identified as gifted, and provide targeted support and interventions specific to social, emotional, and behavioral needs and aligned to career and life competencies
·       Communicate regularly with families and teachers of students identified as gifted, providing updates and working collaboratively to meet the needs of each learner
·       Collaborate with gifted specialist team to assist in implementing key processes within gifted and talented programming, including gifted identification, early entrance, development of learner profiles and personal learner maps, and program evaluation

Preferences
We strongly prefer candidates who have exhibited excellence in collaboration with colleagues and an enthusiasm to work with students.  Preferred candidates will also have a demonstrated commitment to ongoing learning as evidenced by graduate-level work or an earned degree, as well as participation in professional organization conferences or seminars related to the content area.

Qualifications
The successful candidate must have earned a bachelor’s or higher degree in education and hold a current Minnesota state teaching licensure; gifted certificate preferred. Additional demonstrated qualifications include:  commitment to the equitable education of all students; creative planning and organizational skills; knowledge and understanding of the cognitive, social, and emotional characteristics, needs, and problems found in students identified as gifted; able to work cooperatively with school staff and families to meet the need of students; strong commitment toward gifted education; the willingness and skills to use technology; excellent communication with students, parents, and staff. Prefer candidate with experience working with diverse learners.

Licensing Requirements
Current Minnesota teaching license or eligibility is required.

Salary
Highly competitive salary and benefit package for the region

How to Apply
Position will remain open until filled.
Individuals who wish to be considered for this position must apply online at https://www.applitrack.com/district16/onlineapp/default.aspx
Only qualified and appropriately licensed individuals will be considered for an interview.

For any inquiries or questions regarding the position, please feel free to contact Lisa Cisewski, Gifted Coordinator, at [email protected], or (763) 600-5200

Equity is a priority in Spring Lake Park Schools and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students.  Spring Lake Park Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

Speech and Language Pathologist Assistant

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About Spring Lake Park Schools:

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 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 students district wide and their families, servicing students in General and Special Education settings within Northpoint Elementary School, grades K-4.

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:

  • Provide direct service in articulation, stuttering, and language under the supervision of a Speech Language Pathologist (SLP);
  • Develop lesson plans for providing service;
  • Prepare progress reports and day-to-day documentation for student service;
  • Draft present levels of performance for review by SLP;
  • Draft skill ideas to work on for review by SLP;
  • Prep materials and make visuals for speech services provided to students for SLP and SLPA as needed;
  • Assist with Transitioning skills into general ed.;
  •  Assist with interventions set up by SLP…

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.

Qualifications:

  • Necessary qualifications include…AAS Degree from an accredited Speech Language Pathology Assistant program
  • License through the State of Minnesota
  • Effective interpersonal and communication skills
  • Maintains confidentiality/data privacy

Salary:
Highly competitive salary and benefit package for the region.

How to Apply:

Applications will be reviewed as they are received. Position will remain open until filled.
Individuals who wish to be considered for this position must apply online at https://www.applitrack.com/district16/onlineapp/default.aspx.

Only qualified and appropriately licensed individuals will be considered for an interview.
With inquiries, please feel free to contact Cyndi Steinke, Student Services Management Assistant, at [email protected] or 763-600-5081.

Equity is one of Spring Lake Park Schools’ core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students.  Spring Lake Park Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

 

Junior High Softball Coach

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Chatfield Public Schools has a Junior High Girls Softball coaching opportunity available for the 2023-2024 school year.  Position is open until filled

High School CTE Teacher

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Caledonia School District No. 299 has an opening for a full-time  high school CTE teacher for the 2024-25 school year.  Candidate must hold a Minnesota CTE license (see list below).  Please complete a Certified Staff Employment Application located under the Human Resource area of school district website, and include a resume, application letter, copy of license, and three letters of recommendation to:  Caledonia Area Middle/High School, Mr. Nathan Boler, 825 North Warrior Avenue, Caledonia, MN 55921 or email [email protected]  Please email if you have any questions about the position.  Applications accepted until January 29, 2024 or until filled.

Possible licenses held: Any CTE license, Communications Technology Careers, Industrial Arts, Vocational Ag, Ag Education, Construction Careers, Creative Design Careers, Technology, FACS, Computer Science, Etc.

Teacher- Grade 4 (Long – Term Substitute)

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal or person designated by the district administrator.

SUPERVISES:
Students, student teachers or others as assigned.

JOB RESPONSIBILITIES:
The classroom teacher shall:
1. Make provisions in the classroom utilizing the philosophy that all children can learn as per mission statement.
2. Teach curriculum as per scope and sequence and/or department curriculum.
3. Modify curriculum as appropriate and as needed in the curriculum review cycle.
4. Provide an appropriate opportunity for students to master the Wisconsin Model Academic Standards.
5. Provide in a timely fashion the necessary documentation for completing the materials adoption process when appropriate.
6. Develop, implement and evaluate personal and professional instructional goals with the assistance of the building principal as part of ongoing staff development.
7. Identify and provide a program of study that meets the individual needs, interests and abilities of students.
8. Prepare for classes assigned and provide written evidence of preparation per building procedures.
9. Guide the learning process toward the achievement of curriculum goals, consistent with the district’s philosophy, and establish clear objectives for all lessons, units, projects and communicate these objectives to students.
10. Strive to implement, by instruction and action, the district’s educational philosophy and instructional goals and objectives.
11. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
12. Encourage students to set and maintain standards of classroom behavior.
13. Develop reasonable rules for classroom behavior and related procedures.
14. Maintain order in the classroom in a consistently fair and just manner.
15. Employ a variety of instructional techniques, instructional media and assessment tools.
16. Assess the accomplishments of students on a regular basis, provide timely feedback to students, and provide progress reports as required.
17. Assess student progress towards mastery of the Wisconsin Model Academic Standards as appropriate.
18. Identify any learning and behavioral difficulties of students on a regular basis, seeking the assistance of district specialists and the Individual Education Team meeting.
19. Take necessary and reasonable precautions to protect students, equipment, materials and facilities.
20. Maintain accurate and complete records as required by law, Board policy and administrative regulation.
21. Assist the administration in implementing Board policies and rules.
22. Encourage parent/guardian involvement by taking an active role and being available to students and parents/guardians for education-related purposes when required or requested to do so under reasonable terms.
23. Maintain effective lines of communication among staff, parents/guardians and supervisors to assist in the education of each child.
24. Serve as a role model by demonstrating a positive attitude, appropriate dress, timeliness, proper preparation and strong work habits.
25. Be responsible for students in his/her charge and for any and all students of the school during the school day and during school functions.
26. Work cooperatively with all staff, promote interdisciplinary collaboration and be supportive of other building/district programs.
27. Take responsibility for staying professionally current.
28. Attend all building faculty, department and Individual Education Plan (IEP) staffings and meetings as required or upon request.
29. Assume all other responsibilities and perform all other duties as assigned by the building principal or person designated by the district administrator.