Description: Middle School Science Teacher (Spanish Immersion) Job Summary: The successful candidate will work collaboratively with other staff, particularly science teachers, to teach middle school science.
Metro
Science Teacher (2271)
Saints Academy is a brand new 9-12 ALC that is looking for innovative alternative educators that are passionate about bringing an applied hands-on learning focus to students in St. Francis (ISD 15). The ideal teacher will help develop learning experiences that are cross-curricular and embrace the philosophy of “children learn best by doing”. Saints Academy’s mission it to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world. (Numerous coaching/advising positions available.)
School Psychologist
SUMMARY: The ideal candidate will provide a full range of psychological services to support the academic and behavioral competence of students ages birth to 21 in one or more sites in the Spring Lake Park Schools. This includes providing excellent consultation, problem-solving, and evaluation services, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments, and managing related responsibilities regarding due process procedures and mandates. This position requires that the school psychologist be committed to providing services that are multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn. The candidate must be knowledgeable in types of behavioral and academic interventions appropriate for students birth to 21 years and must be proficient in aspects of instruction including student and classroom management, assessment, instructional delivery, and intervention. The candidate must be willing and able to work with students with different types of disabilities who are in need of behavioral, mental health, social skill, and academic interventions. The candidate must also be committed to continuous improvement and professional learning. ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following: * Utilize evidencebased best practice in all aspects of work including pre-referral interventions, consultations and evaluations. * Participate in design, implementation, and evaluation of early intervention with children experiencing academic and behavioral difficulty. * Assess individual students through direct and indirect methods, including use of response to intervention models. * Consult with school staff, parents and others regarding student, classroom, and school-wide needs. * Work effectively as a member of a high performing team. * Provide individual and group intervention services for students, including social skills training and crisis intervention. * Provide training to staff and parents. * Assist in development of crisis response teams and systems within buildings. * Provide crisis response services. * Assist in development and implementation of building-wide programs to support student behavioral and academic success. * Support development and implementation of data collection and analysis systems to support data-based decision making. * Adhere to due process requirements and state and federal laws regarding students with disabilities, and professional ethics and standards of school psychology. * Support building staff in developing good practices related to due process requirements. * Participate in revenue generating activities required for special education personnel. * Participate in professional development opportunities for school psychologists. * Participate in ongoing and regular staff, team and individual professional development. * Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. * Work in partnership with school administration, teacher colleagues, and other school support staff. * Always keep the students’ needs and rights first and foremost in any educational decision-making. * Acquires knowledge of the goals of the Spring Lake Park Public School Strategic Plan and site/school goals. * Other duties as required.
Chemical Health Specialist
Chemical Health Specialist Position begins the 16/17 school year. Teacher calendar. This position is a shared position between the Jordan and New Prague Area Public Schools. This position will require working closely with student support teams, working with student chemical and mental health needs, facilitating meetings and intermediate administrative and human support work. This position will provide resources to the community, staff, students, families and acts as a liaison with other service providers to provide a continuum of care to students. Work is performed under the limited supervision of the building principal and director of special services. Facilitates regularly scheduled or crisis meetings with students to assess and work through mental health, chemical health, social and/or emotional concerns. Facilitates group mediation and family meetings. Acts as a liaison between parents, teachers and other care staff; takes and responds to immediate or ongoing information requests related to student progress. Provides case consultation related to student concerns. Attends various meetings as a representative of the department. District Wide
Autism (ASD) Teacher – Level 3
SUMMARY: The ideal candidate will provide excellent instruction and case management skills to students with autism spectrumdisorders and other types of disabilities. This includes providing direct instruction to students, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments, and managing all aspects of due process procedures and mandates. This position requires that the teacher be committed to a providing a classroom and school environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn. The candidate must be knowledgeable in types of behavioral and academic interventions appropriate for secondary students and must be proficient in aspects of instruction including student and classroom management, assessment, instructional delivery, and intervention. The candidate must be willing and able to work with students with different types of disabilities who are in need of behavioral, mental health, social skill, and academic interventions. The candidate must also be committed to continuous improvement and professional learning. PROGRAM INFORMATION: Westwood Intermediate School serves students with many types of disabilities in grades 4-5. The teacher in this position will work in general and special education programs with students who primarily haveconcerns with social relationships, communication skills, and behaviors that impact themin different ways and to different degrees. Students receive special education services in individual, small group, and large group environments in the school setting and sometimes in the community. Special Education teachers work collaboratively with school staff and parents to implement students’ individual education plans and manage the due process requirements for students on their case loads. The ability to work with students with emotional/behavior issues is essential as well as the ability to assist students with the acquisition of academic, study, and social skills commensurate with pre-college academic content in mathematics, science, language arts, and social studies. ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties to be performed. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following: Establishes developmentally appropriate instructional and behavioral expectations for students and for him/herself and communicates those to students and their families. Creates lessons and learning environments that are safe, respectful, and engaging as well as multicultural/gender and ability fair/developmentally appropriate. Selects, adapts and individualizes materials appropriate for diverse student populations and skills. Collaborates and communicates regularly with school staff and students’ families in making educational decisions and uses family and community resources to support learning. Assesses students’ developmental, cognitive and social needs and provides developmentally appropriate instruction to meet those needs. Regularly assesses student learning by using multiple forms of assessment. Facilitates positive interactions between students and teacher, student and peers and student and other adults. Responsible for case management and maintaining appropriate due process files. Work effectively as a member of a high performing team. Models learning and behavior consistent with the expectations for students. Assesses own instructional effectiveness through the District’s Learning Community Framework. Participates in ongoing and regular staff, team and individual professional development and pursues continuous improvement of one’s professional practice. Collaborates with peers to develop, plan and implement best practices based on the needs/abilities of the students. Works in partnership with school administration, teacher colleagues, and other school support staff. Always keeps the students’ needs and rights first and foremost in any educational decision-making. Has a working knowledge of and implements the Minnesota State Standards and the Graduation Rule. Acquires knowledge of the goals of the Spring Lake Park Public School Strategic Plan and site/school goals.
Physical Education Teacher
Aspen Academy is currently hiring a .5 Physical Education teacher to work with Kindergarten through Eighth grade students for the 2016-17 school year. Our physical Education programming focuses on helping students learn and identify healthy activities they can incorporate to benefit them for the rest of their lives. Qualified candidates will have a current K-12 Physical Education license. A 5-12 Health license is preferred. Interested candidates should send a letter of interest and resume to [email protected].