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Minnesota Association of School Administrators

Metro

School Social Worker: 24-25

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Position Title: School Social Worker
Department / Unit: District Office and School Sites
Accountable To: Director of Special Programs / Site Principals

The Richfield Public School District is currently accepting applications for a full time School Social Worker at Sheridan Hills Elementary beginning the 2024-2025 school year. This position will assist the principal in the areas of student support, including building supervision, and to collaborate and help coordinate a program of student services with a large emphasis on recess, bus, lunchroom, and playground supervision.

We are located in the heart of the Twin Cities Metropolitan area and serve a diverse student population in Richfield and the surrounding communities.  Richfield Public Schools inspires and empowers each individual to learn, grow & excel.

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.

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. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

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. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

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.

Student Assessment and Data Coordinator

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JOB GOAL:
Responsible for:
-Planning, coordinating, and implementing a comprehensive student assessment system.
-Collaboratively creating assessments to be delivered via the District assessment system.
-Coordinating State and District level assessments.
-Coaching teachers and PLCs on how to enhance student learning based on student assessment results.
-Supporting schools in the coordination of district and state level assessments.
-Serving as a resource person on best practice instruction and assessment.
-Identifying staff development needs of the District and providing staff development related to assessment as part of the school improvement process.

ESSENTIAL FUNCTIONS:
1. Maintain District student assessment data systems.
2. Support principals by creating streamlined and responsive reports and dashboards related to student achievement.
3. Support Professional Learning Communities at all levels by generating reports and dashboards to guide planning for instruction.
4. Work closely as a colleague with K-12 instructional coaches and curriculum specialists.
5. Prepare a variety of narrative, graphic and statistical lists, records and reports related to student assessment, test results, demographics, programs, grants, enrollment, curriculum, Title I and assigned projects and activities.
6. Compare data and identifies errors and discrepancies; make corrections, additions, and modifications as needed.
7. Research, compile, and verify a variety of data and information.
8. Assist with coordinating various student assessments.
9. Communicate professionally and effectively with all stakeholders using oral, written, and electronic means.
10. Performs other duties as assigned by supervisor.

QUALIFICATIONS:
1. WI Department of Public Instruction Elementary or Secondary Teacher license.
2. Minimum of 3 years teaching experience required.
3. Master’s degree in education required and:
-Demonstrated expertise in research-based best instructional and assessment practices.
-Demonstrated expertise in strategies for differentiating classroom instruction to meet the diverse learning needs of all students.
-Strong leadership skills in working collaboratively and effectively with other professionals.

School Psychologist: 24-25

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Position Title: School Psychologist
Department / Unit: District Office and School Sites
Accountable To: Director of Special Programs / Site Principals

I. PURPOSE OF THE POSITION

To serve as the primary consultant in planning, delivering, enhancing and evaluating a
comprehensive program of psycho educational assessments and interventions in areas including,
but not necessarily limited to academic, social / emotional / behavioral, and cognitive functioning.
To collaborate with and provide consultations for other District staff specialists in related services
areas e.g. social work, chemical dependency, out-of-District placement, curriculum, etc.

II. MAJOR JOB RESPONSIBILITIES
A. Develops and maintains a current knowledge of the District’s policies, protocols and procedures
that apply to this position so that work responsibilities can be performed purposefully, confidently
and independently within the position authority and responsibility parameters.
B. Develops and maintains collaborative work relationships that contribute to a pleasant and
productive workplace.
C. Conducts and/or directs various psycho educational assessments, ensuring that the most
appropriate intelligence, academic, and social / emotional / behavioral measures and instruments
are being applied consistently and correctly
D. Interprets assessment results to students, parents and District staff and recommends services
and/or interventions accordingly.
E. Serves as a child study team member in all special education placements as required by
placement criteria.
F. Provides direct services when specified in a student’s Individual Education Plan (IEP).
G. Provides consultations as requested or required to mainstream staff and families concerning
students who do not qualify for special education services but who display at least moderate
levels of academic and social / emotional / behavioral challenges.
H. Contributes professional expertise to the ongoing evaluation of programs, educational materials
and test instruments, including recommendations for change based on current behavioral science
research and best practices.
I. Develops and sustains effective working relationships with community professional resources,
refers students and their families to the most appropriate of these resources, and serves as an
active liaison from the District to those providing such services.
J. Leads in-service trainings for District staff at all levels to help ensure their understanding of
professional services available inside or outside the District and that they also appreciate the
ethical and legal obligations attached to such services.
K. Prepares and presents various assessment or evaluation reports as scheduled or requested,
ensuring the security of all confidential information.
L. Keeps current in the profession through continued reading, seminars, conventions, appropriate
professional memberships and ongoing collaboration with professional colleagues inside and
outside the District.

Performs other job related responsibilities as assigned.

Teacher – .50 FTE – Physical Education/Health

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.50 FTE

JOB GOAL:
To enable the District to provide quality education for all students in the District.

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. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

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. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

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.