Specific Tasks: Provide an ideal, positive learning environment, instruct students in individual or group sessions, develop, translate and integrate lesson plans, and establish positive relationships. Skills Needed: Thorough knowledge of subject(s) taught; thorough knowledge of the principles and methodology of effective teaching; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; and ability to establish and maintain effective working relationships with staff, students and parents. Ability to complete due process requirements, and all other duties and responsibilities of a special education teacher. Ability to use 21st Century Technologies to enhance student engagement; knowledge of Positive Behavior Interventions and Support (PBIS); knowledge of, and experience implementing, Response to Interventions (RTI); familiarity with Marzano’s Framework for Effective Instruction. Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty.
East Central
School Psychologist
General Definition of Work: Performs intermediate professional work evaluating and diagnosing students, conducting consultations, assessing and interpreting intellectual, social and/or emotional development, and related work as apparent or assigned. Work is performed under the limited supervision of the Special Education Director. Specific Tasks: Participates in planning and implementing special education assessments and re-assessments determining if students are eligible for special education services. Ensures that students receiving services are eligible under state guidelines. Provides consultation to other team members; directs student assessment; interprets findings; writes reports. Attends meetings that include parents, educators, County personnel, etc. Consults with regular and special education personnel on programming for students with disabilities; ensures compliance with state and federal guidelines. Participates in pre-referral activities including attending Student Assistant Team meetings, gathering and interpreting data, developing pre-referral interventions and assisting in intervention implementation. Provides training and assistance to initiatives such as Response to Intervention, Positive Behavioral Interventions and Supports, and school-wide data collection. Develops and provides training; keeps abreast of current literature and studies.
Summer Occupational Therapy Services Provider
General Definition of Work Performs intermediate advanced human support work evaluating special needs of students, designing and implementing appropriate therapies, preparing and maintaining appropriate records, and related work as apparent or assigned. Work is performed under the limited supervision of the Special Education Director. Program oversight is exercised over Certified Occupational Therapist Assistant. Specific Tasks: Provide occupational therapy summer services in Cambridge for approximately 20-25 hours per month in June – August. Services include B-2 home visits and ESY in the school setting. Working knowledge of current best practices, special education due process, technology, knowledge of assessment tools for ages birth-3.
First Grade Teacher, Long-term Sub
Knowledge/Skills/Abilities: All duties and responsibilities commensurate with an elementary teacher. Responsive Classroom, Daily 5, Marzano Framework, Guided Reading, PLC Collaboration, Everyday Math, SMART board and iPad. Exemplifies the following Five Character Traits: compassion, respect, responsibility, self discipline and honesty. Specific Tasks: Provide an ideal, positive learning environment, instruct students in individual or group sessions, develop, translate and integrate lesson plans, and establish positive relationships.
Special Education Teacher, ASD/DCD and ABS
Skills Needed: Must possess all skills and abilities needed to manage students and the ability to function well as a team member. Ability to multi-task, ability to provide quality individualized instruction in multiple areas, ability to enter data, develop IEPs and facilitate meetings for students on individual education plans, case manage and monitor individual education goals, accommodations, and modifications, use SPED Forms to enter data for individual education plans, and develop schedules and work with a team of special educators and assistants to meet the needs of all students in the program. *Exemplifies the following Five Character Traits: oCompassion oRespect oResponsibility oSelf-discipline oHonesty The mission of Cambridge-Isanti Schools, as the leader in innovative education offering unlimited options and opportunities, is to develop well-rounded individuals who excel in leadership, achieve at the highest levels and are responsible citizens, through highly effective staff addressing the unique needs of each individual in partnership with parents, students, and a unified community. Specific Tasks: Case manage Individual Education Plans, provide instruction that meets student goals and needs in writing, reading, and mathematics, provide assistance with the assessment process for students that are referred for testing and special education services, and all other duties of a special education teacher working with students with learning disabilities. See job description. Hours Per Day: 7.5 hours per day. 7:45 a.m. – 3:45 p.m. As per contract
ASSISTANT PRINCIPAL Phoenix Learning Center and Buffalo High School
Buffalo-Hanover-Montrose Schools is seeking an Assistant Principal who has the vision and expertise necessary to provide educational leadership at Phoenix Learning Center (PLC) and Buffalo High School (BHS). ISD 877 is a 45-minute drive northwest of the Twin Cities. Approximately 5,707 students district wide attend 6 elementary schools, 1 middle school, 1 high school, 1 alternative high school and 1 transitions program. PLC is a student choice alternative high school program serving at-risk students ages 16 – 21 years old and currently has 24 students enrolled. http://www.bhmschools.org/schools/phoenix Buffalo High School opened its doors to students for the first time in the winter of 1997 and operates on a a block schedule for students in grades 9-12. BHS offers a wide variety of choices to approximately 1900 students that are currently enrolled. http://www.bhmschools.org/schools/buffalo-high Location: Buffalo High School & Phoenix Learning Center Hours of Work: 5 days/week, 8.0 hours/day, 260 days/year Salary: $110,207 to $120,207/negotiable plus benefits Beginning: As Agreed Upon Deadline to Apply: Application deadline is June 28, 2017 or until filled