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Minnesota Association of School Administrators

English Language Learner Teacher

English Language Learner Teacher

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English Language Learner Teacher

Position Purpose:
The English Language Learner (ELL) 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 ELL Teacher communicates with parents, arranges for interpretation and translation services, and advocates for ELs. The ultimate goal of the ELL 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 ELL professional learning opportunities
    • Develop and maintain an ELL 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

Technology Education Teacher- Long Term Substitute

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Join Our Team!

At Eastern Carver County Schools, we are committed to creating a school environment where everyone feels welcome, safe, and included, and where every child has access to the tools and opportunities they need to succeed. Our schools empower students to achieve their personal best, engage in lifelong learning, and be thoughtful and responsible citizens. All employees in our school district play an important role in ensuring this goal is achieved and we would love to have you join our team!
Technology Education Teacher- Long Term Substitute
Chaska Middle School East
For More Information contact: Greg Martin at [email protected]

Position Start Date: January 22, 2024 – April 22, 2024 (with possibility of an extension)
FTE: .95 FTE
Banded/Graded:  C-5-2
Responsible To:  Building Principal
Qualifications: Valid State of Minnesota License 5-12 in Technology Education/Industrial Technology
Description:  Teach Computer Technology to Middle School students

Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  see attachment

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA). Currently under negotiations

Application Procedure:  This position will remain open until filled. Application review process will begin after December 21, 2023. Please apply online at:  http://www.district112.org  (only online applications will be accepted).

All job offers from Eastern Carver County Schools are conditioned upon passing a pre-employment criminal background check and ISD 112 School Board approval. If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Eastern Carver County Schools is an Equal Opportunity Employer.

School Psychologist

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School Psychologist (1.0 FTE)

Position: School Psychologist

Date Posted: 12/11/2023

Location: Pine Island Public School District

Date of Availability: Starting January 2024 or 2024-2025 school year

Date Closing: Until Filled

Pine Island Public Schools is currently seeking a qualified School Psychologist starting January 2024 or for the 2024-2025  school year. The school is located 11 miles from Rochester, Minnesota, and serves approximately 1500 PK-12 students. The chosen candidate will play a crucial role in assessing academic, social, emotional, and behavioral needs through standardized evaluations and formal and informal problem-solving methods.

Job Summary:

The School Psychologist will serve as the district School Psychologist and the MTSS (Multi-Tiered System of Supports) coordinator, overseeing and facilitating Problem Solving Team meetings and Student Study Team meetings, and leading all special education initial and re-evaluations.

Key responsibilities include:

Development of evaluation and reevaluation plans for students with disabilities in collaboration with special education teachers.
Administration of various psychological assessments to determine special education eligibility.
Documentation of findings in written and oral reports for staff and parents.
Conducting Functional Behavior Assessments when appropriate.
Leading evaluation meetings and weekly student study team meetings.
Collaboration with general and special education staff for behavior programming.
Conducting behavior observations and implementing interventions compatible with student needs.
Recommending and assisting in implementing pre-referral intervention strategies.
Providing professional development and training to district staff on behavior management and programming.
Other duties as assigned.

Qualifications:

Ed.S. in School Psychology or comparable; valid MN licensure as a School Psychologist.
Knowledge of special education due process procedures and criteria.
Knowledge of the Multi Tiered Systems of Support and interventions
Effective written and oral communication skills.
Preferred experience or current certification in CPI, Safety Care, or Ukeru.

Salary:

Range: $66,083 to $95,057 dependent upon education and experience.

Interested applicants must complete an online application using Frontline at www.pineisland.k12.mn.us under “District – Apply for a Job”. If you have any questions please contact Steven Jex, Student Support Services Coordinator at [email protected]

Special Education Resource / High Needs Teacher – 1 Year Temp

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Position Summary:
Provide academic and goal-based learning experiences that enhance student progress across all settings.

Primary Job Functions:

  • Contribute to and participate in the building student support teams.
  • Serve as an IEP/IFSP case manager.
  • Work as a team member in staffings.  Facilitate team meetings to review student progress and develop IEP/IFSP as related to student needs.
  • Plan and implement appropriate educational programs for individuals.
  • Implement educational plans as describe on individual IEP/IIIP/IFSP and provide information for building staff as needed.
  • Maintain appropriate records and reports.  Collect data on progress on goals and objectives for each student and meet all required timelines.
  • Develop, coordinate, and evaluate transition related experiences for students, if applicable.
  • Provide work direction to paraprofessional staff members.
  • Communicate effectively with students, families, educators, and administrators regarding student programs and progress.
  • Collaborate with students, families, related service providers, outside agencies, and other team members to promote growth of each student.
  • Work cooperatively with general education teachers and staff and provide building consultation, support and training as needed.
  • Create and maintain a professional working relationship with families and staff.
  • Obtain and demonstrate knowledge of general education curriculum including the grade level outcomes and state standards.
  • Conduct assessments, comprehensive report results, and follow Minnesota state criteria in area(s) of special education eligibility as well as mandated timelines.
  • Determine and complete purchase orders for supplies, materials, and equipment based on student needs.
  • Participate in building and District level professional development activities.
  • Understand and maintain boundaries and confidentiality with students, families and staff.
  • Perform all other duties and responsibilities in certification areas as directed by the Director of Special Services and/or the Building Principal.
  • Other duties as assigned.

Early Learning Support Specialist

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POSITION SUMMARY:
The Early Learning Program Support Specialist will play an integral part in supporting early learning programs and multi-faceted tasks related to: Early Childhood Special Education (ECSE), Early Childhood Family Education (ECFE), Early Childhood Screening and Preschool. This position will support the efficient operation of these programs and compliance with state regulations.

PRIMARY JOB FUNCTIONS:

  • Working knowledge of opportunities within all areas of school district early childhood education.
  • Working knowledge of the ECFE, School Readiness and State scholarship system mandates and the various MDE systems as it relates to data collection and reporting processes for all district early childhood programs.
  • Lead the process for ongoing data collection and data entry for Early Education (EE) student for the ECFE and School Readiness participants with children Birth to Five.
  • Ensure a systematic process for data collection program wide for ECFE and School Readiness reporting purposes.
  • Initiate screening schedule and monitor updates as necessary
  • Ensure accurate data entry for ECFE and School Readiness State Reporting (Birth to five programming).Lead the process for invoice implementation for scholarship reimbursement from Think Small and reporting requirements for State scholarships through MDE (ELSA).
  • Lead the implementation and processes for the alignment of early childhood data with the K-12 infrastructure through the Minnesota Common Course Catalog (MCCC)
  • Lead the coordination of grant initiative requirement tracking as needed.
  • Oversee the ongoing data collection and attendance data entry for Early Childhood Special Education students and programs as required by MDE for State reporting purposes.
  • Manage early childhood student transportation including transportation scheduling, record keeping and acting as a liaison between district transportation, parents, teachers and program supervisors.
  • Attend program meetings as needed and meet regularly with the Early Childhood Family Services Manager to implement and communicate processes that ensure aligned and efficient systematic data collection and reporting methods.
  • Other duties as assigned.

Youth Engagement Lead

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The role will provide support to two projects designed to increase youth voice and youth leadership.  Position is for up to 19 hours per week, depending on availability and qualifications.  Position sharing is a possibility, if an applicant is only interested in one of the two roles.  This is a grant-funded position, with funding support through the 2024-25 school year.

Prevention Partnerships for Healthy Youth (PPHY)Work with community partners to engage youth in grades 6-12 in youth-led substance use prevention work
Facilitate the marketing, recruitment, placement, training, communication and ongoing support of youth participants
Assist students in providing regular feedback, ideas, and solutions to the project and how to best support youth in the Faribault community

District Youth CouncilProvide staff support to the District Youth Council, engaging in discussions and providing input as decisions are made that impact students’ experience and outcomes
Facilitate the marketing, recruitment, placement, training, communication and ongoing support of youth participants
Lead effective communication with and provide training and support to FPS staff and leadership who are hosting youth on district committees
Assist students in sharing feedback about barriers and challenges and ideas for solutions with school and district leaders
Facilitate youth involvement in and planning for twice-per-year youth data summits; support youth to compile and share feedback with administrators that drives system-level change to promote improved outcomes for students
Explore additional ways to provide youth voice to school and community decision-making