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Minnesota Association of School Administrators

Early Childhood Preschool Teacher

Early Childhood Preschool Teacher

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Position Summary:
This School Readiness Educator position will teach in the Bright Beginnings pre-kindergarten program, in a co-taught model, alongside an Early Childhood Special Education teacher.  The Bright Beginnings preschool program provides a developmentally appropriate environment that stimulates student development and mastery using the Early Childhood Indicators of Progress for cognitive, social/emotional, language, literacy and physical/motor development of 4-year-olds.  This position will work with one AM Section (8:15-10:45) and one PM Section (12:15-2:45). Each section meets for 2.5 hours, 5 days per week.  Additional calendar days are devoted to student orientation, staff work days, and professional development.  School Readiness is an inclusive educational setting serving 16 students/section. The successful candidate will work as a team member to create a warm and welcoming environment for children, their families and professional colleagues.

Qualifications:
A valid Minnesota teaching license in early childhood is required. Training and background in continuous improvement, MN Early Childhood Indicators of Progress and Cor Advantage preferred.  Curriculum experience also sought include Fountas and Pinnell, Everyday Math, Visual Phonics, Conscience Discipline and SMART. Demonstrated use of research-based practices and approaches to ensure all learners achieve at the highest levels.  Current first aid and CPR certificate, or willingness to obtain.

ECFE and Preschool Early Childhood Educator

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Position Summary:
Owatonna’s Early Childhood Program is seeking an early childhood educator to provide high quality early learning through delivery of evidence-based curriculum, instruction and assessment.  This position will teach part time in the Bright Beginnings preschool classroom and part time ECFE classes.  The Bright Beginnings pre-kindergarten class will run at Roosevelt from 12:30-3:00 for 2.5 hours, 5 days a week.  This preschool class will operate in a co-taught model with the School Readiness Educator co-teaching alongside an Early Childhood Special Education teacher. This assignment also includes 1 section of a three-year-old-preschool class, Little Learners, and mixed age ECFE classes.  Additional calendar days are devoted to student orientation, staff work days, and professional development.  The successful candidate will work as a team member to create a warm and welcoming environment for children, their families and professional colleagues.

Qualifications:
Required qualifications include a Bachelor’s degree in early childhood and family education and/or child development, early childhood education or related field; Minnesota license in Early Childhood (birth to five years); Birth-Grade 3 license preferred; strong knowledge of child development from birth to age five; experience working with children and families from diverse cultural, ethnic and socio-economic backgrounds; documented experience in the application of MN Early Childhood Indicators of Progress; demonstrated use of research-based strategies and approaches to ensure all learners achieve at the highest levels; Experience in utilizing an inquiry approach to instruction; current first aid and CPR certificate, or willingness to obtain within first eight-weeks of employment.

Teacher – Language Arts

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OB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Licensed School Nurse 1.0 FTE

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The Licensed School Nurse works with the Health Services and educational teams to strengthen and facilitate the educational process by modifying or removing health-related barriers to learning and to promote optimal levels of well-being in students and staff.

Inclusion Coordinator

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Provides support, coordination, and advocacy for early intervention and inclusion working with children with disabilities and/or challenging behaviors, from mild or moderate to severe, in Community Education.

Responsible for the successful inclusion and integration of students with special needs and/or challenging behavior
into a child care and/or preschool setting.
➢ Monitor new enrollments and sets up intake conferences with parents/guardians of students with special needs.
➢ Observe and evaluate students, who seem unable or are struggling to adjust to their child care or preschool setting.
➢ Develop individualized, written behavior management strategies (inclusion plans).
➢ Train program and support staff on the appropriate implementation of each plan.
➢ Observe, monitor and evaluate the implementation of inclusion plans and the performance of staff on a regular
basis.
➢ Review and update inclusion plans at least yearly.
➢ Attend parent meetings as needed to review child’s progress.
➢ Assist in the selection, placement, and hiring of support staff.
➢ Serve as liaison with Early Childhood Special Education (ECSE), Special Education and other relevant district offices
and organizations. (SAC Special Needs Consortium Meetings)
➢ Conduct relevant large group trainings for staff.
➢ Oversee all Early Childhood Screenings including but not limited to: staffing, training, scheduling, and follow up.

Teacher- English

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.