MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Early Childhood Special Education Teacher (Long Term Substitute)

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Edina Public Schools has an Early Childhood Special Education Long Term Substitute teacher (1.0 FTE) position available in Early Childhood Special Education department beginning the end of April 2018 through the end of the school year. This position will consist of providing special education services in a preschool classroom, home visiting and evaluation, primarily working with a birth to age 3 population.

 

Apply online.  Attach required documents online which include letter of interest, resume, transcripts, credentials or three letters of recommendation, and copy of license.

 

IF YOU HAVE ALREADY APPLIED ONLINE, log back into your online application and check the appropriate position on the vacancy desired page.  If you have already sent in your required documents, please do not send those again.

2018-19 Spanish Immersion World Language Secondary Teachers

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1.    Develops lesson plans and instructional materials and provides individualized and small group instruction to adapt the District approved curriculum to the needs of each pupil.
2.    Translates lesson plans into developmentally appropriate learning experiences.
3.    Establishes and maintains standards of pupil behavior to achieve an effective learning atmosphere.
4.    Evaluates pupils’ academic and social growth, keeps appropriate records in a timely fashion prepares progress reports.
5.    Identifies pupil needs and makes appropriate referrals and develops strategies for individual education plans.
6.    Maintains a professional day, as defined by building/and contract.
7.    Communicates regularly with parents outside normal classroom day by means of Schoology, newsletters, phone calls, e-mails, conferences, etc.
8.    Works in a supportive and collaborative manner with colleagues and supervisors.
9.    Maintains and improves professional skills by participating in building and department meetings, formal coursework, workshops, and seminars in an effort to stay current with best teaching practices.
10.  Participates in a professional learning community on a regular basis.
11.  Integration of technology into instruction.
12.  Performs other duties of a similar nature or level.

 

Specific Responsibilities:
1.    Provide instruction in Spanish Language Arts and Literature in an immersion setting.
2.    Collaborative work in a fast-paced environment interacting with students, staff, administrators, parents, and the community with multiple requests and concerns.
3.    Support and communicate with other administrators and staff.
4.    Respond in emergency situations.
5.    Know, interpret, and follow school District policies.
6.    May plan and coordinate the work of paraprofessionals and volunteers in the classroom and on field trips.
7.    May provide input to the goal-setting process for paraprofessionals.

2018-19 Elementary Spanish Immersion Teachers

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1.    Demonstrate native or near native fluency in Spanish.  (we require an “Advanced” rating under the ACTFL Proficiency Guildelines).
2.    Demonstrate English Language proficiency to allow communication with parents.
3.    Demonstrate successful experience in Total Physical Response (TPR) methdology for teaching in an immersion program.
4.    Develop lesson plans and instructional materials and provide individualized and small group instruction to adapt the District approved curriculum to the needs of each pupil.
5.    Translate lesson plans into developmentally appropriate learning experiences.
6.    Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere.
7.    Evaluate pupils’ academic and social growth, keep appropriate records in a timely fashion prepare progress reports.
8.    Identify pupil needs and make appropriate referrals and develop strategies for individual education plans.
9.    Maintain a professional day, as defined by building/and contract.
10.  Communicate regularly with parents outside normal classroom day by means of Schoology, newsletters, phone calls, e-mails, conferences, etc.
11.  Work in a supportive and collaborative manner with colleagues and supervisors.
12.  Maintain and improve professional skills by participating in building and department meetings, formal coursework, workshops, and seminars in an effort to stay current with best teaching practices.
13.  Participate in a professional learning community on a regular basis.
14.  Integration of technology into instruction.
15.  Perform other duties of a similar nature or level.

Superintendent of Schools

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Intermediate School District 917 is one of four intermediate districts in Minnesota created by legislative action in the early 1970s.  The District acts as a complimentary overlay to nine independent school districts in Dakota County by providing specialized services for hundreds of early childhood through high school general and special education students.

The District’s offices are located at Dakota County Technical College (DCTC) in Rosemount.  Educational programs are located at DCTC and at numerous other sites throughout Dakota County.  District 917 offers special education programs for students with low incidence needs, including blindness, deafness, and special needs.  Many of the programs are conducted in mainstream classrooms in the student’s home district schools.  Currently there are around 500 students enrolled in various 917 special education programs.

Secondary Technical Center programs are available to Member District high school students in a wide variety of career and technical fields including:  Computer Networking, Medical Careers, Construction Trades, Vehicle Services, Food Industry Careers and others.   350 students are enrolled in the Secondary Technical Center.  ISD 917 also enrolls more than 300 students in its two area learning centers.  The Dakota County Alternative Learning School (DCALS) provides an opportunity for at-risk students to achieve a high school education.

District 917 employs more than 450 full and part-time employees.

APPLICATION PROCESS

Please visit ISD 917’s website for a more comprehensive description of the position in the link at the bottom of the homepage: http://www.isd917.k12.mn.us/

The following are required of all applicants:  a letter of interest, resume, three current letters of recommendation, and a copy of your superintendent’s license.  The deadline for completed applications is February 28, 2018.  Application materials should be sent to:

Lind Berg, Executive Assistant
C/O Superintendent’s Office
Intermediate School District 917

1300 145th Street East
Rosemount, MN 55068
[email protected] or 651-423-8214

Please direct all inquiries to:

Ken LaCroix
Search Consultant
651-437-7453

Principal, Southwest High School – Minneapolis Public Schools (SY 2018-19)

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Minneapolis Public Schools is seeking a principal for Southwest High School, an authorized IB World School. Please note that all applicants for this position will need to participate in and successfully complete the school leader assessment process with Minneapolis Public Schools to be considered for this role.

Contact Daniel Glass, MPS Human Resources, with questions.

[email protected]

612-668-0477

Leadership Profile – Southwest High School Principal

Southwest High School is the largest high school in the Minneapolis Public School district, serving approximately 1900 students. Southwest students speak 29 different languages, and over 12% of the student body is served by the English Language Learner (ELL) program. Nearly 12% of students receive academic support from a wide range of special educational services. Additionally, 38% of students meet federal poverty guidelines, qualifying them for free or reduced lunch.

As an International Baccalaureate (IB) World School, Southwest has a long-standing history of academic excellence. We offer the Diploma Programme, the Middle Years Programme, and the Career-related Programme which focuses on business and computer science. Southwest offers Advanced Placement courses to students. Our extensive Special Education programs serve a variety of student needs. Southwest takes great pride in providing open access to advanced course offerings to all students.

As an IB world school, we place high value in the richness that comes from the diversity of ideas, experiences, beliefs, and backgrounds interacting within our community. We strive to foster a learning environment where our students can practice and demonstrate the attributes of the IB Learner Profile. Within this framework, Southwest purposefully integrates fine arts, both performing and visual, into the curriculum to create pathways to holistic learning for all students.

Southwest, a Community Partnership School, relies on the participation and involvement of its stakeholders and promotes shared leadership through collaboration between administration, leadership council and committees made up of students, families, and staff. Southwest students are acutely aware of both their role within the global community and their ability to be agents of change. They are committed to social justice and the betterment of the local and global communities.

Knowledge and Experience

●             Administrative experience leading a large, urban, diverse, public high school

●             Teaching experience at the high school level

●             Experience developing strategies to achieve equitable outcomes for diverse students and creating opportunities so that every student fully participates in the learning process

●             Understanding of and experience with using funding sources, including federally-funded programs, and distributing funds to creatively meet school priorities and needs

●             Knowledge of and experience with designing and implementing school-wide systems using best practices for 21st century teaching and learning to promote success for all students

Skills

●             Equity –  ensures that students are provided the tools they need to succeed, regardless of background, race, color, ethnicity, gender identity, sexual orientation, disability, religion, nation of origin, native language, socioeconomic status or any other factor

●             Inclusion – recognizes, respects, reaches and engages students, families and staff from diverse backgrounds, abilities, cultures, promoting a school culture of inclusion

●             Vision – articulates and inspires a strong, clear organizational vision for a large public institution.

●             Advocacy – takes a stand for school (students and staff) priorities with the district, school board, and community

●             Communication – shares information with and listens to learn from all stakeholders with a focus on transparency and clarity

●             Interpersonal – builds strong relationships and partnerships with students, staff, families, and others

●             Community-building – brings diverse groups of staff, students, and families together to build mutual understand and achieve goals

●             Problem-solving – creative and resourceful in finding solutions to difficult problems

●             Decision-making – acts decisively in a timely manner, consulting with others as appropriate, and makes decisions using fair and equitable processes supported by data

●             Shared Leadership – empowers staff, students, and families to have a voice and participate in setting goals and making decisions

●             Management – oversees and delegates work providing ongoing guidance and opportunities for shared responsibility to support and lead staff; gives and welcomes constructive feedback

Focus

●             Student-focused – keeps student experiences and outcomes central to all decisions while understanding and supporting staff needs and development

●             Community-based – welcomes and leverages parent and community involvement

●             IB – values and supports International Baccalaureate programmes to develop globally-minded students who are creative and analytical thinkers

●             Arts-integrated – focuses on integrating the visual and performing arts as pathways to learning

●             Equity lens – fosters a learning environment that is mindful of biases and creates a diverse and inclusive school climate

Characteristics

●             Integrity – behaves honestly and truthfully, upholding all ethical standards and principles

●             Professionalism – is respectful and sensitive to the needs and feelings of students, staff, and families

●             Open – is curious, open-minded, and embraces new and different people, ideas, and circumstances

●             Approachable – welcoming and easy to talk to

●             Collaborative – is cooperative and supportive when working in partnership with others

●             Culturally Competent –  aware of own culture and perspectives on differences; values and respects the traditions of others; learns from and adapts to different cultural and community norms to fully engage with students and families

●             Visible – maintains a positive presence at Southwest High School, Southwest sponsored activities and events, and within the community

ABOUT MINNEAPOLIS PUBLIC SCHOOLS PRINCIPALS AND ASSISTANT PRINCIPALS

School leaders in the MPS system are responsible for setting an ambitious vision for student achievement and leading the school community to realize that vision.  Principals and Assistant Principals strategically implement the school’s mission, manage resources, lead students, and manage staff to ensure that every student in Minneapolis Public Schools is prepared to succeed in college, career, and life.

QUALIFICATIONS  

Minimum Qualifications

·         Master’s Degree in Education or a closely related field

·         Three (3) years of professional teaching experience.

·         A valid Principal’s license in the State of Minnesota

Preferred Qualifications

·         Successful experience as a principal or assistant principal, preferably in an urban school

·         Exceptional results with raising student achievement

·         Experience transforming a team or organizational unit

·         Multilingual

Mindsets and Dispositions:

·         A deep belief that all students can and will excel academically

·         Initiative, persistence and drive to go above and beyond

·         Resilience in the face of challenges and an orientation toward solutions

·         High expectations for self and others

·         Drive to continuously improve, commitment to using data, and openness to feedback

·         Confidence to lead with humility, authenticity, and personal responsibility

Knowledge of:

·         Student and school performance data

·         Best practices in management and leadership (e.g., effective systems and processes to develop human capital in support of student learning, theories about leading change, etc.)

·         Best practices in curriculum, instruction, and assessment, including for special student populations (e.g., English learners, students who receive special education services, and students who are advanced, off track, etc.)

·         Principles and practices of administrative management, including strategic planning, budgeting, and contract management

·         Legal, ethical and professional rules of conduct

Skill in:

·         Creating and executing a school strategic plan

·         Effectively managing resources and prioritizing tasks and projects to achieve goals (including planning, organizing and coordinating work of assigned staff members)

·         Taking action independently without day-to-day direction and despite ambiguity, obstacles, and/or resistance

·         Continuously evaluating efforts, owning missteps, and taking corrective action when necessary

·         Building relationships and communicating effectively with many different stakeholders (e.g., students, families, staff members and the broader community), verbally and in writing

·         Operating a personal computer utilizing standard and specialized software

·         Ability to learn MPS, state and federal policies, procedures and programs