Middle School-7th Grade Pre-Algebra
Central
Regional Centers of Excellence Director
The Regional Centers of Excellence (RCEs), in partnership with districts, schools and charters, focuses school improvement and turnaround efforts on equity and underserved student groups so that schools can meet the needs of each student and ensure that each student benefits from a high-quality school.
The Central Lakes Regional Center of Excellence is located at Resource Training & Solutions, a central Minnesota Service Cooperative and is one of six regional centers that works in partnership with the Minnesota Department of Education to support districts or charters with schools identified for Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) under the North Star Accountability system. Principal Leadership Support, School Climate, and support for systems that serve American Indian students is also provided.
Position Purpose
As a team leader, the Center Director understands the complex nature of school improvement and possesses experience in leading and facilitating systems change. The Center Director is deeply committed to leading for educational equity–the condition of justice, fairness and inclusion in our systems of education–so that all students have access to resources and the opportunities to learn and develop to their fullest potentials.
The Center Director plays an integral role in leading and supervising the regional center team to build their capacity to support systems improvement, utilizing effective adult learning and feedback practices. The Center Director is responsible for regional project management and organization, and works in collaboration with the MDE Director of School Support, the RCE Program Manager, other RCE staff, and service cooperative partners to ensure statewide continuity and implementation of the RCE work plan. Requires flexibility in work schedule and location. Frequent travel is required.
Regional Centers of Excellence (RCE) Core Competencies –
All RCE staff demonstrate the knowledge, skills, and willingness to:
Equity
- engage educators in conversations and action planning to ensure high levels of learning for all students and staff without exception
identify and eliminate structural and institutional barriers to educational opportunities resulting in improved conditions for teaching and learning
Effective Instruction - support systems and educators in implementing and sustaining standards-based curriculum, instruction, assessment, and multi-tiered systems of support
support systems and educators in implementing and sustaining highly effective Professional Learning Communities
Coaching - maintain a professional coaching relationship with educators
engage in focused conversations with districts and school leaders to build capacity for continuous improvement that embeds timely and meaningful stakeholder engagement
Facilitation - build the capacity of leadership teams to function effectively in continuous improvement process
design and provide professional development activities
Evidence / Data - use evidence and data to support the continuous improvement process and ensure equitable distribution of recourse, including the use of MDE secure reports, multiple types of education data, and comprehensive needs assessment
Active Implementation - assist systems and educators in identifying and implementing evidence-based practices using the Active Implementation Framework (AIHub)
Regional Centers of Excellence (RCE) Director Competencies:
Leadership
- establish, promote, and maintain a professional environment and culture with a regional team that is focused on ensuring educational equity
- support RCE Theory of Action, grant aims and implementation of workplan
- collaborate with other leadership to design and implement the state school support and improvement model that complies with federal and state requirements
- model appropriate personal, professional, and ethical behavior
Staff Development and Support
- implement a cohesive approach to recruitment, placement, induction, and retention of staff with specific practices designed to hire staff of color
- provide effective and timely supervision and evaluation of staff through on going feedback and support to build capacity based upon identified needs
- facilitate weekly team regional meetings and professional development provide guidance and direction to individuals and the team to build their capacity to guide continuous improvement
expand knowledge and skills to advocate for adaptive and technical change - support staff in ensuring equitable learning conditions and addressing resource inequities in schools and districts
Communication, Collaboration, and Capacity Building
- communicate effectively and build collaborative relationships with all levels of district, school, regional and MDE staff, service cooperative partners, other RCE partners and the general public
- actively participate in regularly scheduled Center Director meetings and other cross-regional or agency partnership meetings
- facilitate and lead RCE project teams and other groups as assigned
maintain open communication links with participating schools and districts
Administration
- administer and oversee implementation and monitoring of program work plan, budget and other required documentation related to projects and program evaluation
- coordinate delivery of regional services to schools and districts that is aligned to the statewide work plan and aims
- develop, implement, monitor and revise service model and work plan for the RCEs
- differentiate and prioritize technical assistance for schools and districts
- make appropriate and effective use of time, technology, and resources
- complete all operational reports within a timely manner
be flexible in a variety of working environments in schools, virtual or home office settings - perform other duties as assigned
- travel to perform the duties of the job (Travel costs are reimbursed.)
- report to Service Cooperative Executive Director or designee
Education, Licensure, and Experience
- licensed administrator or educator with supervisory and program administration experience preferred
- a minimum of five years of experience focused on collaborating with district and school leadership in the development, implementation, and monitoring of continuous improvement efforts
- understanding of the RCE support model
- experience working with marginalized groups to ensure equitable learning environments by incorporating student, parent and community stories ad voice
Additional Service Cooperative Information
The Central Lakes Regional Center of Excellence is housed from Resource Training & Solutions in Sartell, with a remote office option. The Center Director position is expected to schedule weekly office dates in Sartell as a means of collaboration and connection with the service cooperative.
Salary is commensurate upon experience. Resource Training & Solutions provides TRA or PERA contribution and an excellent benefits package.
Please send cover letter, resume, and three letters of reference to Dr. Michelle Wang, Education Director.
Contact Information: [email protected]
This position posting will close Friday, November 20. Interviews will be conducted the week of November 23, with an anticipated start date on or before December 11, depending upon the selected candidate’s availability.
Special Education Teacher, Full Time – Insight School of Michigan
K12 believes in Education for Any One. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better.
Passionate Educators are needed at the K12 partner school, Insight School of Minnesota. We want you to be a part of our talented team!
The mission of Insight School of Minnesota is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!.
Special Education Teacher provide instruction, support and guidance, manage the learning process, and focus on students’ individual needs as defined by each student’s IEP. The special education teacher is also responsible for the compliance documents required in serving students with special needs.
Essential Functions: Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.
- Implement instructional strategies that stimulate learning and increase student engagement
- Create instructional resources to meet the varying needs of students
- Collaborate with parents and colleagues to manage coarse goals, curriculum, and materials that enhance the learning experience
- Actively participate in Professional Learning Communities (or professional development)
- Host live synchronous sessions that promote a positive learning environment
- Analyze student data to prescribe remediation and enrichment as needed
- Participate in data analysis meetings to monitor student growth
- Collects data and work samples to support documentation of IEP goals;
- Documents all contact with parents, collaborations with general education teachers, and interventions with students
- Makes modifications and accommodations to K12 lessons and assessments as specified by the IEP
- Collaborates with general education teachers to ensure inclusion and success of student in the general education classroom
- Collaborates on all progress, semester and grade reports
- Provides special education services to students; supports general education teachers and parents with student accommodations to promote the attainment of IEP goals
- Communicates with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies
Supervisory Responsibilities: This position has no formal supervisory responsibilities.
Math Teacher
The Richfield Public School District is currently accepting applications for a part time .72 fte, with the potential to be become a 1.0 fte, Math Teacher at the Senior High School working with students in grades 9-12 beginning the 2020-2021 school year. domains for individual student success. See posting for full job description.
We are located in the heart of the Twin Cities Metropolitan area and serve a diverse student population in Richfield and the surrounding communities. The Richfield Public Schools inspires and empowers each individual to learn, grow & excel.
Elementary Art Teacher
Elementary Art Teacher at Roosevelt Elementary School for the 2020-2021 School Year.
Student Support Specialist
Job Summary
Teach student skills in organization, communication, behavior management and problem-solving. Work with colleagues to develop and implement strategies to address unacceptable student behaviors.
Job Functions
Develop interventions, functional behavior assessments and behavior plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
Develop procedures and training materials for district staff involved with students with challenging behaviors for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
Communicate with appropriate teachers and other district staff personnel as necessary on behavior matters.
Provide behavioral assistance to families as requested by the principal, teacher, or district staff.
Conduct workshops, training, in-service presentations, etc. in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with behaviorally or emotionally disturbed students.
Participate in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.
Design and implement new programs that reflect the changing needs of the student population.
Actively participate in behavior intervention meetings and professional development.
Collect data and record anecdotal student progress notes and maintain behavioral charting data.
Support and promote Positive Behavioral Interventions & Supports (PBIS) initiatives.
Provide work direction and guidance to Student Behavior Assistants on strategies to address student behaviors, de-escalating techniques, and re-integrating students back into the classroom.
Implement classroom management system as applicable.
Other duties as assigned