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Minnesota Association of School Administrators

Metro

Special Services Supervisor

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Please note: This posting is open until filled.

 

LTR Special Services Program Supervisor (4/9/18-6/8/18)

 

Currently assigned to Wayzata High School

What is the opportunity?
Wayzata Public School District 284 is seeking a highly qualified and dynamic candidate to fill a special services supervisor position.  The supervisor will provide leadership in the development, coordination, implementation and evaluation of programs for students with disabilities.
Candidates should have excellent collaboration and communication skills.  A master’s degree or higher in Special Education is required.  In addition, a minimum of three years of experience as a licensed professional working in the field of special education is required and administrative experience preferred.  A MN Special Education Administrative License and License from the Board of Teaching in a special education field is required.

 

What are we looking for?
Confident Decision Maker:  This is a position in which you will be faced with making decisions on a very consistent basis.  While you will have the support of the Program director, and building administrators, you will often be required to make critical decisions quickly.
Collaboration:  Located at the Wayzata High School, this Special Services program must work collaboratively with others across the district.  In order to be effective, you must work hand-in-hand with building administrators, parents, other staff and professional partners.
Approachable and Supportive Leader:  This position requires a genuine leader that is present in the role.  We are looking for a candidate that likes to move around the building providing support and mentorship to employees.
Subject Matter Expert: We are looking for a candidate that knows Special Services inside and out.  The ideal candidate will have a variety of classroom experience and strong knowledge of due process.  In addition to being the go-to expert for Special Services and building staff, you will be relied upon to provide expertise to the community.
Application Procedure:Apply online at www.wayzata.k12.mn.us

Math Teacher – 1.0 FTE

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Posting dates: 1/29/18 to 2/6/18 or until filled
2017-2018 School Year
Start date: ASAP

Math Teacher – Geometry, Middle School Alg 8, Inter. Algebra

Chippewa Middle School (.50 FTE) and Edgewood Middle School (.50 FTE)

LTS ECSE 3-5 Teacher

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Description:
Full time long term substitute ECSE Teacher at the Central Family Center. Approximate dates: March 26th, 2018 to June 1st, 2018.

Job Summary:
ECSE Teacher for the 3-5 year old preschool program to deliver direct & indirect special education services; monitor & document student progress; facilitate IEP meetings; and collaborate with families & other support staff.

Associate Director MA in Special Education

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The Associate Director provides support and leadership for the Master of Arts in Special Education program. Duties and responsibilities include:

Data analysis:

Identify any gap areas of student standard mastery through independent analysis and in coordination with other members of the educational licensing team.
Review standards and participate in the curriculum enhancement process by identifying courses, lessons, and assignments that could be improved.
Analyze syllabi for standard mastery and duplicate learning for prospective students who are seeking course substitutions and transfer credit.

Curricular Adjustments/Faculty Support:

Reflect any changes in state legislation within curriculum.
Following Director approval and in coordination with faculty expertise and feedback, adjust the syllabi to increase student mastery of standards.
Analyze faculty ratings for curricular changes, propose curricular changes to Director.
Assist faculty in preparing proposed changes for the syllabi for Director review.
Assist in semester schedule development with Program Director and Program Coordinators.
Assist in faculty development as it relates to culturally responsive teaching and other areas.

Partnerships:

Collaborate with the Field Placement Office and other teacher licensure directors to build a network of strategic partners who can serve our placement needs and also welcome opportunities that Saint Mary’s programs can provide to their staff.
Collaborate with the Director of Outreach and Field Specialists to generate partnerships and increase enrollment.
Continued and on-going faculty support.
Provide trainings and onboard new faculty as needed with the Program Director.
Understand the Lasallian mission, the program structure, and content scope and sequence.
Effectively use instructional technology and face-to-face instruction to effectively deliver instruction and/or provide effective supervision in the field.
Review rating forms, grading and expectations of performance to ensure standard mastery.
Assist in the development and modification of faculty trainings based on course evaluations.
Attend weekly team meetings, Graduate School of Education meetings, and other University required meetings.
Attend Teacher Education Advisory Council meetings as scheduled per semester to foster and facilitate partnerships with external stakeholders.

Student Support:

Support students who were identified as not meeting standard expectation but do not require a full support plan.
Engage in ongoing academic advising with students to support their learning and successful completion of their program pathway.
Develop and support academic probation support plans as needed.
Assist students with licensure applications and prepare application materials for review from the Program Director and certifying officer.

Long-Term Substitute: Physical Therapist Assistant (PTA)

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JOB GOAL:  Work under the direction and supervision of physical therapists to assist in providing therapy treatment to students with physical disabilities.

ESSENTIAL FUNCTIONS:1.  Provides service to children according to established treatment plan.2.  Communicates with other staff and parents to ensure that students meet goals.3.  Assists other staff in the use of various technology, exercise programs, sensory programs, and equipment.4.  Assist with preparing treatment areas and equipment for use by physical therapists.5.  Assist with the instruction, motivation, safeguarding of students as they practice exercises and functional activities.6.  Confer with physical therapy staff and others to discuss and evaluate patient information for planning, modifying, and coordinating treatment.7.  Assist with the observation of students during treatments to compile and evaluate data on patients’ responses and progress, and report to physical therapist for individualized education plan reports.8.  Transport patients to and from treatment areas, lifting and transferring them according to positioning requirements.9.  Assist with the monitoring and operation of equipment and record use of equipment and administration of treatment.10.  Clean work area and check and store equipment after treatment.11.  Assist patients to dress, undress, and put on and remove supportive devices, such as braces, splints, and slings.12.  Perform clerical duties, such as taking inventory, ordering supplies, answering telephone, taking messages, and filling out forms.

Teacher: Special Education- Cross Categorical

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JOB GOAL: To enable the District to provide quality education for all students in the District; to provide special education services to help alleviate the specific educational areas of concern that prevent the student from experiencing school success.

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.Provides direct specialized instruction to students with disabilities. 2.Planning and organizing effectively.

3.Demonstrating competency in his/her area.

4.Creating and maintaining an atmosphere conducive to learning.

5.Providing opportunities for individual differences.

6.Making provisions for individual differences.

7.Encouraging the development of independent work habits.

8.Using appropriate language for students to model.

9.Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

10.Managing and participating in the IEP process (evaluation, IEP development and implementation, progress report and related paperwork).

11.Must communicate effectively and in a timely manner with all stakeholders using oral, written, and electronic means.

12.Must attend work regularly.

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.Implementing and directing educational strategies to be utilized by support staff.

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.