The Richfield Public School District is currently accepting applications for a full time Dual Language Spanish/English Social Studies Teacher at the Richfield Middle School beginning the 2017-2018 school year. This position will teach sections in both English and Spanish and MUST HAVE academic proficiency in both Spanish and English. The idea applicant is a teacher who is passionate about both Social Studies and language development. RMS serves a diverse student population with a high number of English Learners. We are looking for a dynamic teacher who is passionate about middle level learners and diversity. Richfield Public Schools offers a comprehensive benefit package. 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. NOTE: This posting is posted on our website as open until filled. Please apply promptly as the date listed below is subject to change.
Metro
Principal, High School
About Spring Lake Park Schools Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — ‘High expectations, high achievement for all. No excuses’ provides our focus to meet the unique and varied needs of each student. Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system a culture with a methodology and set of processes where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success. Position Overview The successful candidate will be an individual who …firmly believes: *all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control; *in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students; *in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and *in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success …has demonstrated: *a commitment to being a visible instructional leader, consistently engaging in effective, ongoing communication with staff, students, and community, valuing varying insights in planning and decision-making; *the ability to effectively lead and manage school improvement design, planning, and professional learning, creating a learner-centered, change-adept school culture; *an interest and ability to capitalize on the creativity of staff, supporting the development and implementation of innovative practices focused on personalizing learning to dramatically improve student engagement and learning; *the ability to develop and lead an effective school-wide approach to positive behavior supports, developing self-directed learners in a safe, welcoming, and enriching learning environment; *success with master scheduling, as well as creatively utilizing resources time, human, and fiscal – to enhance student, teacher, and staff success; *successful implementation of multi-tiered systems of support, including research-based intervention and enrichment opportunities, increasing the achievement with diverse student populations; *a commitment to personal professional learning and development through a strong understanding of research and literature related to education, student learning, organizational and school change, and leadership; *outstanding abilities in written and oral communication, human resource management, and school operations; and *effective facilitation and personal use of technology as a tool to improve student achievement and manage work
Teacher for High Level Prep for AVID Summer
Edina Public Schools is seeking a teacher for High Level Prep for AVID summer school available June 2017.
Special Education Teacher – Autism
Edina Public Schools has a Special Education – Autism teacher position available at Creek Valley Elementary beginning August 2017.
Information, Innovation & Learning Specialist (Media Specialist)
Information, Innovation & Learning Specialist Pioneer Ridge Middle School For More Information contact: Austin Tollerson at [email protected] Start Date: August 2017 Days/FTE: 1.0 FTE; 8:00am – 4:00pm Banded/Graded: C-5-2 Responsible To: Building Principal Qualifications: Valid State of Minnesota License inK-12 Library/Media or Generalist Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills: see website Compensation and Yearly Duration of Employment: Compensation will be determined by District 112 and the Chaska Education Association (CEA). Background check will be conducted. If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check the eligibility as listed in the above agreement. If recommended for employment, applicant will provide proof of legal right to work in the United States if required. Application Procedure:Please apply online at: http://www.district112.org (only online applications will be accepted).
General AVID Instructor for AVID Summer Program
Edina Public Schools has an opening for a Teacher for the AVID Summer Bridge program beginning June 2017. Responsibilities: Demonstrate solid content knowledge and pedagogical practices that reflect current research and best practices Use participating member districts current curriculum and National Standards to design a science curriculum for approval Teach the approved curriculum while respecting students’ rights to his/her own cultural, political, religious, or philosophical beliefs Create instructional goals that are connected to standards, are measurable, establish high expectations and are relevant to students’ lives Implement learning activities that are highly relevant, student active, and maintain organization while allowing for student choice Create and maintain a classroom environment that promotes caring and respect, is conducive to effective learning and meets the individual needs, interests and abilities of students Establish clear standards and classroom procedures for student behavior that address individual needs in a respectful, relational and proactive manner Provide feedback to students and parents that is accurate, constructive, substantive, specific, timely and provided in a manner that promotes students’ learning Demonstrate sensitivity to cultural differences and their influences on student’s behavior and success Use differentiated instructional strategies that are culturally responsive and meet students’ learning needs Adapts curriculum to reflect multicultural content and perspectives Professional Responsibilities: Establish and maintain effective and professional relationships with students, peers and parents Demonstrate effective written and oral communication with parents/guardians that displays cultural sensitivity Collaborate with others to improve professional practice and student achievement Care for district resources, equipment and materials assigned to him/her and report concerns regarding facility and equipment to the Coordinator Understand and practice School Board policies and adhere to federal and state laws that apply to his/her job assignment Provide direction and supervision for all school activities to which he/she is assigned Perform all other duties and responsibilities as assigned by their supervisor or district administrator