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Minnesota Association of School Administrators

High School Counselor

High School Counselor

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SCHOOL COUNSELOR
CENTENNIAL HIGH SCHOOL (9-12)

CENTENNIAL SCHOOL DISTRICT is the connecting hub for the communities of Blaine, Centerville, Circle Pines, Lexington and Lino Lakes, located 20 minutes north of Minneapolis and St. Paul. With 9 exceptional schools serving 6,400 students, Centennial offers a track record of academic success combined with a consistent district-wide drive for improvement. Annually, district’s high school graduation rate of 94.7% is at the top of Minnesota’s rankings.

Centennial’s schools are safe and filled with respectful students who are a wonderful reflection of and contributors to the community. The district’s vibrant learning environments and personalized, team approach supports the strengths and addresses the challenges of each individual student. The curriculum throughout K-12 is focused on the knowledge and skills necessary for success in the 21st century. Importantly, Centennial is distinguished by its use of data to drive achievement, its innovative use of technology, and its exceptional faculty, with 78% of them holding a master’s degree.

A transparent and good steward of public resources, Centennial is guided by a strategic plan developed in collaboration with staff, parents and community members. As a district that encourages, listens and responds, Centennial is the pride of our five communities with 86% of resident students choosing Centennial, nearly 90% of parents rating teachers as “excellent”, and 91% saying students are well prepared for college.

HIGH SCHOOL:
1.0 FTE School Counselor
Centennial High School               Hours- 7:15AM – 3:15PM

QUALIFICATIONS:
Must be licensed as a school counselor in the State of Minnesota.
Must be able to demonstrate the highest commitment to student achievement and effective development.
Must communicate effectively with other staff members, students, and parents in providing and promoting positive relationships.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

WAGES:
Consistent with the current teachers’ master agreement. Starting at $42,271, salary based on experience and education.

APPLICATION PROCEDURE:
Internal and external applicants must apply online at www.isd12.org. Click on “Employment” at the
upper right of the page to begin the applications process. Open until filled.

Lesa Genovese
HR Specialist
Centennial School District #12
4707 North Road
Circle Pines, MN 55014

Associate Principal: Hopkins High School

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We have 2 High School Associate Principal openings

Hopkins High School Associate Principal

 

“In Hopkins, we are courageous and prudent enough to realize the need for change…we are prepared to innovate at all levels because every Hopkins student deserves a brilliant future!”

Dr. Rhoda Mhiripiri-Reed, Superintendent

The Hopkins School District is vigilantly pursuing equity and excellence. Leveraging the core components of our District Vision 2031, we are developing future-focused programs and learning opportunities that work for all children.

 

Hopkins School District 2031 Roadmap
Click here for our Roadmap:  https://bit.ly/2R4mcsN
…because every student deserves a brilliant future!

 

 

Core Values form the foundation upon which we perform our work and conduct ourselves. They guide us as we work collectively to achieve our bold vision.

 

Authentically Inclusive
Vigilant Equity
Optimistic Innovation
Humility of Heart
Intentionally Adventurous
Love

 

 

District Profile
Hopkins School District 270 is an award-winning school district with an E-21 population of 7,000+ students serving the city of Hopkins, most of Minnetonka, half of Golden Valley, and portions of Edina, Eden Prairie, St. Louis Park, and Plymouth. We also serve students who open-enroll with us from other neighboring school districts. Our students are 47% non-white, and represent 71 languages from around the world. The District’s buildings include an early learning center, six elementary schools, a K-12 Chinese Immersion program, a Spanish Immersion program, two junior highs, one high school, five community centers, a community auditorium, and multiple community dining and food distribution spaces. Additionally, District 270 is a partner and tenant in a multi-disciplinary community arts facility–the Hopkins Center for the Arts in downtown Hopkins.

Hopkins High School Graduate Profile
Hopkins School District will graduate students who are empathetic, confident, well-traveled, holistic, and globally-minded critical thinkers.

Hopkins High School
The vision of Hopkins High is to inspire every student to discover what’s possible by thinking critically and creatively, living compassionately, and practicing global mindedness, in every class, every day. In our school community, we inspire to deliver the ??Hopkins promise by providing a high school educational experience that will prepare our students to succeed in our increasingly complex, rapidly changing world. Our students are recognized as global scholars — who work collaboratively, disrupt the status quo, and solve some of the world’s most complex problems. They are the best and brightest citizens of tomorrow. Together, we are creating a better world by inspiring each student to reach their full potential.

Hopkins High School Demographics
Enrollment 1,576
AIAN .5%
SPED 22.08%
Asian American 5.20%
LEP 6.22%
Black/African American 25.89%
Mckinney Vento Eligible .44%
NHPI .19%
FRP 35.66%
White 49.18%
Hispanic/Latinx 12.12%
Two or more races 6.92%

 

 

 

 

 

 

 

 

 

Position Description
Leadership for Equity and Excellence
The Hopkins School District is looking for an associate principal who is instructionally skilled, student- and people-focused, culturally competent and prepared to lead, support, and sustain Vision 2031. This leader will have the will and skill to engage and lead staff, student, and parent stakeholders toward eliminating academic predictability. This leader will have a strong sense of community and is charged with sustaining and evolving a vibrant community school. This leader will build strong relationships with staff, students, families, and the community.

We are looking for a Hopkins High Associate Principal who:

Learning Leadership:

Assists in the development and improvement of culturally relevant and engaging classroom instruction through designing professional development opportunities, formal and informal observation of staff, and regularly reviewing student data.
Continuously works to improve knowledge, skills, and disposition on vital educational issues and school-wide leadership, and makes her/his learning visible to staff, students, and parents.
Facilitates the robust development and transition of instructional programming required for the transitioning of the 9th-grade class to the high school in SY 23-24.

Equity Leadership: Assists the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Recognizes, responds to, and can redress inequities and racism while supporting students and staff in fostering an unwavering belief in their capacity to succeed.
Culture Leadership: Demonstrates the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.
Interacts with staff and students during the academic day to build a strong sense of community and belonging.
Creates and monitors a support team structure for proactively supporting students using student-centered, restorative approaches.
Facilitates a culturally supportive transition of the 9th-grade class to the high school in SY 23-24 where every student feels a sense of belonging.

Empathy Leadership: Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of the students.
Empowers all stakeholders by creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Seeks, receives, and positively implements critical feedback from all stakeholders

Innovation Leadership: Demonstrates bold visioning capability, and collaboratively implements all elements of Vision 2031.
Collaborates with stakeholders to test/pilot ideas for reimaging school through a design process.
Operational Leadership Assists with the supervision of certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.

In addition to supporting instruction, operations, and student life, the assistant principal supports the building principal in implementing the District’s mission, core values, and strategic plan.
Leads the key operational logistics of the 9th-grade class to the high school in SY 23-24.
Minimum Qualifications: Possession of or eligibility for appropriate Minnesota Principal licensure.
Excellent communication, rapport, and problem-solving skills with students and adults.
Prior successful experience working with individuals and groups from diverse cultural and socioeconomic backgrounds.

Knowledge of current research on best practices for academic achievement, culturally relevant instruction, and restorative practices.

 

 

Math Teacher – Grades 9-12

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NLA is seeking a talented and innovative teacher to teach Algebra 2, AP Calculus, and AP Stats to a dynamic and quality group of students alongside a supportive and purpose-driven staff committed to student-success and an uplifting and positive culture.

NLA is competitive with salary and benefits, and has designed a unique compensation model to best value quality instructors.

 

EL Teacher

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Position Information: 

  • EL Teacher
  • 1.0 FTE
  • 2022-2023 School Year
  • Location: TBD
  • Elementary and Secondary Openings

 Qualifications:

  • Must hold appropriate Minnesota teaching license in education
  • Must hold appropriate level license in English as a Second Language
  • Previous teaching experience preferred
  • Ability to work in a team
  • Dedication to positive student, staff, and parent relationships
  • Proficiency in Spanish/Karen languages preferred
  • Demonstrate reflective research-based response to teaching and learning

Student Support Services Provider

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Student Support Services Providers

**$5,000 signing bonus provided**

Position Location: Rush City Public Schools

Position Purpose
Student Support Services Providers provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, Student Support Services Providers help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the Problem Solving Team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests (if licensed school psychologist), social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students, families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Provide behavior consultation services to general education and special education staff
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • Other Duties
    • Perform other duties as assigned