Full-time elementary Spanish immersion teaching positions beginning the 2016-17 school year. These positions may be available for grades K-6. These positions may require teaching for half day in Spanish and half day in English (literacy), or a full day in Spanish, split between two classrooms. Minnesota elementary K-6 or 1-6 teaching license required. Ability to demonstrate native, or near native, fluency in Spanish and English languages through a formal testing process required; successful experience in an immersion program preferred. Candidate should show evidence of successful experiences with children in elementary grades, including differentiation of instruction and strong student and parent relationships. Openings may be available at Forest View Elementary, Forest Lake Elementary, and Lino Lakes Elementary. Application deadline: until filled.
Metro
Principal / Assistant Principal
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. KEY RESPONSIBILITIES INSPIRE PEOPLE & TEAMS: Effectively lead a high-performing team of teachers, academic support professionals, and operational support staff. *Communicate regularly with staff to identify and address individual student needs and barriers *Recruit and select staff members based on evidence of a commitment to high levels of academic success for all students, and their ability to get results *Hold all staff members accountable for achieving ambitious, measurable standards of academic achievement *Conduct timely and effective staff member performance evaluations *Assume responsibility for staff member improvement and establishes a professional development plan with clear goals linked to school improvement priorities *Create opportunities for leadership and recognition for staff members who consistently meet high academic achievement and professional standards and takes action with staff members who consistently fail to meet high standards. BUILD THRIVING COMMUNITIES: Create a safe school environment that promotes equity, high expectations for all, and authentic engagement with diverse stakeholder groups. *Establish a safe learning environment for staff and students *Engage parents and families in supporting their students’ learning at school and at home *Create systems and processes to support a culture of collaboration, understanding, inclusion of diversity, and mutual respect *Communicate effectively with diverse groups and community stakeholders *Respond to stakeholder concerns in a timely and professional manner STRATEGIZE & ACHIEVE RESULTS: Lead the school’s instructional program to ensure that all students are college and career ready. *Develop a shared vision for equitable results; sets aligned, ambitious short- and long-term goals; and creates an actionable school improvement plan (based on data and multiple sources of information) to ensure achievement for all students *Create a sense of urgency to achieve goals and vision and takes immediate action to ensure early successes *Establish and reinforce a school culture that is focused on continuous improvement, regularly uses data and assessments to monitor progress towards goals and strategically adjust practice *Organize and schedule time in alignment with instructional goals *Create effective systems and processes to align, obtain, allocate and efficiently utilize human, financial and technological resources to ensure staff and students have the support needed to succeed *Identify and engage the key influencers and community resources necessary for success MODEL EXCELLENCE: Model effective instructional leadership, high expectations for students and staff, and focus on continuous learning. *Frequently observe instruction, review student data and work, and provide effective feedback and coaching on instructional practices *Leas implementation of strong, research-based assessments, curricula, and instructional practices, including Focused Instruction *Solicit and eagerly receive feedback from all stakeholders to improve professional skills *Advance school district policies, procedures, and initiatives in pursuit of transformative change within the school
Nurse Paraprofessional
Hours/Day: 6.5 hours Days/Year: Prorated on approximately 180 days Classification: Level V Essential Functions: Administers medication to students assigned, according to nursing practice standards and school district policies and procedures. Administers specialized health care procedures, as delegated by the licensed school nurse and according to nursing practice standards. Implements emergency care plan for an assigned student, if an emergency condition is present. Provides first aid and health care to students, according to school district policies, guidelines and procedures. Provides assistance for students with personal care needs, including feeding, toileting, dressing and hygiene needs. Provides assistance for students with safety and mobility needs in the school setting and on field trips. Makes observations and monitoring the health status of students and makes a referral to the school nurse, when indicated, in the student’s individualized healthcare plan, emergency care plan and in district guidelines or when further assessment is needed. Reports changes in a student’s health status to parents/guardians and licensed school nurse. Maintains health information on students, including administration of medications and specialized health care procedures according the nursing practice standards and school district policy and procedures. Escorts students to classes and therapy; provides supervision on students am/pm bus ride. Communicates with parents/guardians according to student’s individualized health care plan, emergency plan and school district guidelines. Communicates with educational staff and licensed school nurse to meet the health and safety needs of students assigned, within the school setting and on field trips. Collects data on assigned students, for behavior, academics and health related objectives on their Individualized Educational Plans. Provides academic and behavioral support to assigned students, under the direction of student’s special education case manager and classroom teachers, including field trips and community based instruction. Participates in staff development and school heath services training. Creates a positive relationship with the customer and ensure the interaction the customer has with the district is an efficient and satisfying experience. Collaborates with related services personnel. Provides support in community for work based learning related to IEP goals and objectives. Provides proper storage of medications, equipment and supplies. Maintains confidentiality of all school and health related issues according to school district policy and procedures. Performs other duties as assigned.
High School Counselor, Long Term Sub, Full Time
Description: LTS – Full time Guidance Shakopee High School. Approximately 12 weeks for this assignment, starting around April. Job Summary: Assume all responsibilities of being a school counselor at a Junior High school level.
Japanese Teacher, 1.0, Shakopee High School
Description: Full-time, school year Japanese Teacher at the Shakopee High School. Job Summary: Creates a classroom environment that fosters student learning and personal growth. Provides instruction in content area in accordance with each student’s ability, establishes effective working relationships with students and parents, works collaboratively with other staff members.
Pupil Support Assistant – DCD
Hours/Day: 6.5 hours Days/Year: From date of hire – June 9, 2016 Classification: Level IV Will work with special education students at Birch Lake Elementary in the DCD Program from date of hire to the end of this school year only. Essential Functions: Assists classroom teacher(s) by performing specific duties as assigned or undertaking specialized tasks to achieve and enhance instructional objectives. Assists in the maintenance of various records and files. Adapts instructional materials, equipment or strategies, as directed by the teacher or therapist, to accomplish instructional objectives and students needs. Provides programmed practice activities and repetitions, as developed by teacher or therapist when necessary. Works with individuals or small groups to reinforce material introduced by teacher and make progress on Individualized Education Program goals. Assists with developing appropriate social skills and behavior; assists in managing/charting behavior. Escorts students to special classes and therapy; provides supervision in school areas and at school related activities off site. Collaborates with related service personnel. Assists with daily living skills which may include, but not limited to: dressing, undressing for PE, toileting, eating and hygiene. Participates in in-service training programs as assigned. Participates in conferences with families and other team members as requested by teaching staff. May assist students with mobility needs including loading and unloading buses. Provides behavior support for students as directed by the teacher related to IEP goals and objectives and behavior plans. Provide support in the school and the community for work based learning related to IEP goals and objectives. Create a positive relationship with the customer and ensure the interaction the customer has with the district is an efficient and satisfying experience. Maintains confidentiality related to all student and staff information. Performs other duties as assigned.