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Minnesota Association of School Administrators

Metro

.01-.30 FTE Arts Faculty – Secondary 9-12 (All Programs)

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POSTING # 242513-02

Classification: .01-.30 FTE Arts Faculty – Secondary 9-12 in all programs – theatre, musical theatre, dance, instrumental music, vocal arts, visual arts and creative writing. Part-time, hourly.

Start Date: August 21, 2024

Our mission is to provide the highest caliber of academic and artistic education for aspiring pre-professional artists in the areas of instrumental and vocal music, theatre and dance, visual arts and creative writing, and to fully prepare students for college and conservatory.  SPCPA is a unique school where all arts instructors are working professional artists teaching part-time.

Responsibilities

  • Teach the approved curriculum of the school and appropriate content standards of the State of Minnesota.
  • Knowledgeable in subject matter, classroom management techniques, current research-based best practices, and strategies, as well as students’ diverse learning styles and needs.
  • Collaborate with peers to develop, plan, and implement best practices based on the abilities, skills, and needs of the students.
  • Acquire an understanding of the school’s continuous improvement plan and goals, particularly for student achievement. Work to support and achieve those goals.
  • Participate in ongoing and regular staff, team, and individual professional development. Be open and responsive to feedback to advance teaching in ways that promote increased attendance, engagement, and learning.
  • Perform other duties as may be assigned by supervisor.

Director of Admissions and Enrollment

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Minnehaha Academy is a Christian school and a ministry of the Evangelical Covenant Church. 

Our mission is to provide a high-quality education integrating the Christian faith and learning so that students grow in wisdom and stature and favor with God and others.  

Minnehaha seeks a full-time Director of Admission and Enrollment. The Director of Admission and Enrollment executes the strategic vision for admissions and enrollment at Minnehaha Academy. This position works closely with principals and other school leadership to ensure the recruitment, selection, admission, enrollment, and retention of qualified students. The Director leads a relationship-based admissions effort, shepherding students and families through the admission process, and develops programs and initiatives for student retention.

The Director of Admissions and Enrollment reports to the Executive Director of Institutional Development.

Examples of Duties and Responsibilities of the Position Include:

*Establishes and maintains the enrollment goals and priorities for the upcoming school year.
*Leads and directs the admission team consisting of three admission counselors and an administrative assistant.
*Works in concert with the Director of Marketing to establish a marketing plan.
*Designs and implements initiatives to retain students.
*Develops a school visitation program (tours and shadow visits) for prospective families.
*Plans and directs all Open Houses, informational programs,  and retention events and coordinates such programs with the principals or other staff.
*Develops strong relationships with local churches and feeder schools for the purposes of supporting current and prospective students for Minnehaha Academy.
*Serves as chair of the Admission Committee for each division.
*Develops effective tracking tools, data analytics and reports to monitor and identify enrollment trends that will aid in informing strategic initiatives and enrollment goals of Minnehaha.
*Develops relationships with current parents and oversees the Parent Ambassador Program. (mentorship to new families)
*Coordinates with international students including conducting interviews, issuing student visas, and liaising with homestay families.
*Works in partnership with the Financial Aid committee to award assistance to families.

Benefits

*Paid time off, sick leave, paid holidays
*Spiritual Retreat Day
*Spiritual Renewal Program
*Healthcare plans with employer contributions
*Dental, Vision and FSA Plans
*Long-term Disability and Voluntary Life Insurance
*Retirement matching of up to a 5% match after one year of service
*Tuition Remission
*Employee Discount for before and after school care and summer programs
*Graduate Education Reimbursement

Teacher – Speech & Language Pathologist

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1.0 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.

Teacher – Special Education-Transition Coordinator

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1.0 FTE

JOB GOAL:

Under the direction of the Student Services Department/Building Principal, the Transition Coordinator will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The Transition Coordinator will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success.

 

ESSENTIAL FUNCTIONS:

The Transition Coordinator will:

Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
Develop curriculum, design and implement lesson plans, and assess student progress.
Disseminate information to staff, students, and parents regarding student needs, progress, and resources.
Coordinate transition activities for college, career, and community readiness.
Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration.
Facilitate referral, application, eligibility process for student and families to adult service providers.
Assist with alignment of the transition continuum of services at the secondary level.
Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.
Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.
Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities.
Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).
Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students.
Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.

 

PROFESSIONAL DEVELOPMENT:

The Transition Coordinator is expected to demonstrate professional development by:

Participating actively in inservice programs and opportunities that increase skills.
Keeping abreast of professional development in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc.
Serving on District committees, task forces, work groups, etc., as requested.

REPORTS TO: Student Services Department / HS Building Principal or Associate Principal

 

Teacher – Technology Education/Computer Science

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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.

Middle School Counselor

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Actively encourage and embrace each member of the school community
Create a sense of support that fosters individual growth and pursuit of learning
Continually work to understand your own assumptions and biases and how they impact the learning environment
Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
Build a day-to-day experience that leads students to their passion and purpose