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Early Childhood Specialist for Early Childhood Screening and Instructional Support

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Early Childhood Specialist for Early Childhood Screening and Instructional Support

CENTENNIAL SCHOOL DISTRICT is the connecting hub for the communities of Blaine, Centerville, Circle Pines, Lexington and Lino Lakes, located 20 minutes north of Minneapolis and St. Paul. With 9 exceptional schools serving 6,500 students, Centennial offers a track record of academic success combined with a consistent district-wide drive for improvement. Annually, Centennial students score significantly higher than the state averages in reading and math. The district’s high school graduation rate of 96% is at the top of Minnesota’s rankings.

Centennial’s schools are safe and filled with respectful students who are a wonderful reflection of and contributors to the community. The district’s vibrant learning environment and personalized, team approach supports the strengths and addresses the challenges of each individual student. The curriculum throughout K-12 is focused on the knowledge and skills necessary for success in the 21st century. Importantly, Centennial is distinguished by its use of data to drive achievement, its innovative use of technology, and its exceptional faculty, 77% of whom hold a master’s degree.

A transparent and good steward of public resources, Centennial is guided by a strategic plan developed in collaboration with staff, parents, and community members. As a district that encourages, listens and responds, Centennial is the pride of our five communities with 86% of resident students choosing Centennial, nearly 90% of parents rating teachers as “excellent,” and 91% saying students are well prepared for college.

POSITION TITLE: Early Childhood Specialist for Early Childhood Screening and Instructional Support

POSITON SUMMARY: The Early Childhood Specialist will oversee the district’s Early Childhood Screening program and implement Pyramid Model and Multi-Tiered Systems of Support (MTSS) initiatives in the classrooms. The specialist will mentor staff through an interactive process of observation, behavior coaching, discussion and reflection that promotes the classroom team’s ability to grow toward identified goals. Must have knowledge of child development and current research-based practices, curriculum resources, appropriate classroom management techniques for preschool and reflective practice mentor/coaching strategies.

DIRECTLY REPORTS TO: Early Childhood Coordinator

QUALIFICATIONS:
• Bachelor’s degree in one of the following: Early Childhood Education, Child Development, Child and Family Studies, Elementary Education or other programs of similar focus and content.
• Has knowledge of child development and best practices in early childhood care.
• Demonstrates successful skills in organization, verbal and written communication, and working with children and families of diverse backgrounds.
• Must be able to lift up to 35 lbs. in connection with the handling of children for the facilitation of programs, child safety, and potential emergency situations.

Preferred
• A minimum of three years’ experience in an preschool/early childhood classroom.
• Holds Minnesota Teaching License.
• Advanced knowledge of curriculum and assessments tools, specifically Creative Curriculum and Pyramid Model.
• Experience working in special education inclusive settings.
• Knowledge of school district functions and procedures.
• Knowledge of Google Drive and Microsoft Office Suite.
• Holds a current certification in First Aid and Child CPR or is willing to obtain before they start the position.

ESSENTIAL POSITION FUNCTIONS:
1. Promote a positive image of Centennial Schools and the Centennial Early Childhood program.
2. Coordinate Early Childhood Screening program, with the assistance of Early Childhood Specialist for Operations and Administrative Assistant
3. Support the Pyramid Model-Social Emotional Framework and MTSS in classrooms.
4. Support teaching staff in development and planning based on classroom assessment goals.
5. Collaborate with Coordinator to provide professional development and training on best practices in early childhood.
6. Observe, evaluate, and make recommendations in response to student behavior issues using the Pyramid Model/Prevent, Teach, Reinforce – Young Children (PTR-YC) framework.
7. Provide resources and coaching to support classroom management and engagement.
8. Partner with Teaching and Learning and other district departments.
9. Collaborate with Early Childhood Special Education for student placements, inclusion, and co-teaching, implementation of grants, student needs, screening referrals, IEPs, etc.
10. Monitor unfilled absences and handle last-minute sub needs.
11. Demonstrates regular attendance, arrives on time, follows work schedule correctly.
12. Attend staff, district, and community meetings.
13. Other duties as assigned.

TERMS OF EMPLOYMENT: 30 hours/week, Monday through Friday, 186 days per year.

SALARY AND BENEFITS: $28.00/hr, competitive benefit package including paid holidays.

APPLICATION PROCEDURE: Applicants must apply on our website at www.isd12.org. Select ‘Apply’ to begin application process. Apply no later than Friday, June 30, 2023. Questions may be directed to the Office of Human Resources (telephone: 763-792-6008).

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.

Teacher – Technology Education

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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.

Teacher – .50 FTE – Physical Education/Adaptive Physical Education

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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.

Interim Executive Director

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Twin Cities German Immersion School
St. Paul, MN

Position Available:  

Interim Executive Director

Consultant Assisting the Board:

Dr. Kevin J. O’Mara [email protected] 708-516-0793

Qualifications:

Summary:

Twin Cities German Immersion School (TCGIS) is an innovative, tuition-free K-8 charter school in St. Paul, MN. Its signature strengths are an excellent teaching and continuous learning environment, highly engaged students, international staff, strong community engagement, and small class sizes. Our mission: Innovative education of the whole child through German immersion. Our vision: Andere hören, andere sehen, weltoffen denken und handeln (Hear others, see others, think and act openly).

The school remains the largest German language school in North America and has consistently been among Minnesota’s most academically successful schools.

TCGIS is looking for an experienced professional to lead a transitional and organizational development process.

The executive director will lead the administrative transition to a model with an operationally-focused executive director and academically-focused principal. The selected candidate will provide mentorship to the principal by clarifying, mentoring and by formalizing specific job duties such that they serve to build a unified culture between the elementary school and middle school. The selected candidate will manage continuing operational and educational improvement, maintain financial and legal soundness, and recommend improvements to operational systems, processes, and policies in support of the organization’s mission. As part of this process, the director shall distribute office and administrative duties among existing staff while accounting for workload and labor costs.

School Leadership

  • Effectively lead the organization, with a focus on operational and fiscal development and provide mentorship to the principal in leading the educational staff.
  • Develop and maintain a healthy and cohesive school culture that honors the unique combination of international and domestic staff.
  • Meet the needs of both early and mid/later career staff in professional development by ensuring constructive, actionable, and timely feedback and guidance.
  • Maintain a structured, positive, and inspiring school culture.
  • Maintain a culture of equity that fosters diversity and inclusion.
  • Work collaboratively, build strong professional relationships, listen to multiple views and support solution-oriented practices
  • Implement strategic plan and school board policies and provide clear direction for staff on policy questions or concerns.
  • Lead administrative staff in implementing school initiatives on the following:
  • Community engagement
  • Before and after-school programming
  • Communications and marketing
  • Intern programming
  • Transportation programming
  • Volunteer engagement
  • Diversity & Belonging
  • Facilities management and long-term campus planning
  • Provide mentorship as the Principal implements school initiatives on the following:
  • Student achievement, instructional leadership, curriculum, and assessment
  • Social-emotional learning, student life, and discipline
  • Special education
  • Athletics programming
  • Recommendations to the board for policy changes or new policies.

School Operations

  • Manage continuing operational and educational improvement, maintain financial and legal soundness.
  • Recommend improvements to operational systems, processes, and policies in support of the organization’s mission.
  • Facilitate communication and collaboration between organizational departments to ensure alignment between separate functions.
  • Regularly meets with operational team to track implementation of processes, operational systems, and provide support

Financial Management

  • Work with the Board to manage the fiscal budget, with support from contracted accountants.
  • In collaboration with the Board Treasurer and finance committee, make budgetary decisions on an annual, quarterly, and monthly basis.
  • Contribute to long-term budget development with a focus on strategic goals for financial sustainability
  • Identify additional revenue streams (i.e. grants, fundraising, school programs) and plan implementation
  • Monitor student enrollment and record-keeping
  • Maintaining school’s compliance under Minnesota Department of Education.
  • Maintain school’s compliance with authorizer contract.
  • Manage contracts and renewals for third-party services.
  • Complete and file financial and authorization reports on a timely basis.
  • Comply with all federal, state, and city laws and regulations.

Board Relationships

  • Work collaboratively with the Board on budget development, strategy implementation, marketing and fundraising, and communications and outreach.
  • Develop and generate information and reports for use by the Board of Directors to oversee the financial conditions, operations, and other key performance indicators defined in the authorizer contract.
  • Partner with the Principal to provide data to the Board of Directors regarding student achievement, instructional leadership, curriculum, and assessment.
  • Serve on the Board of Directors in an ex officio capacity and maintain open communication and transparency.
  • Parent and Community Relationships
  • Continuously cultivate positive community relationships.
  • Provide proactive communication with the school community to build trust through transparency and information sharing.
  • Collaborate with parent council and maintain open communication.

Supervise

  • Non-Instructional employees
  • International Programs
  • Directly supervise Director of International Programs
  • Provide operational guidance for the intern program and capstone exchange

Front Office

  • Directly supervise Front Office Manager
  • Regularly meet with Front Office manager to track budget and performance

Kinderclub

  • Directly supervise Kinderclub Director
  • Regularly meet with the Kinderclub Director to track budget, staffing, and program performance.

Information Technology

  • Directly supervise IT Director
  • Regularly meet with IT Director to track budget and performance
  • Provide direction regarding the busing program

Facility (Building & Grounds)

  • Directly supervise Facilities Director
  • Regularly meets with Facilities Director to track budget and performance
  • Guide development of long-term campus improvement plan Human Resources

Directly supervises Human Resources Manager

  • Regularly meet with HR Manager to provide support and monitor organizational health
  • Provide guidance to support attracting and retaining exceptional talent
  • Ensure the evaluation of candidates considers demonstrated commitment to diversity and belonging in schools
  • Support staff training at the start of the school year and on an as needed basis.
  • Contribute to the management of Staff Council

REQUIRED QUALIFICATIONS:

  • A minimum of a Master’s degree in education or administration or related field.
  • Current Minnesota State K-12 administrative license
  • A minimum of 5 years leadership experience as an elementary or K-8 school director or principal
  • Demonstrated success managing multi-million dollar budgets
  • Ability to read and interpret fiscal reports
  • Demonstrated success managing personnel and providing mentorship
  • Successful experience managing complex projects within budget and timeline
  • Demonstrated experience in racial equity, gender equity, economic equity, building a culture of belonging and respect for all
  • Creative problem-solver with ability to develop processes and procedures
  • Demonstrated skills at collaborating with a diverse group of stakeholders
  • Ability to read, write and interpret documents such as curriculum guides, budgets, test results, contracts, grant applications, statutes, and policies. Ability to understand and generate written memorandums, employee evaluations, and correspondence with business and public contacts. Ability to write routine reports and correspondence. Ability to speak effectively to individuals and groups. Ability to effectively present information and respond to questions from parents, staff, students, and the general public.
  • Knowledge of School Board policies, Minnesota State Statutes, policies and procedures of the Minnesota Professional Educator Licensing and Standards Board (PELSB), and regulations of the Minnesota Department of Education (MDE).

PREFERRED QUALIFICATIONS:

  • MBA
  • A minimum of 10 years leadership experience as an elementary or K-8 school director or principal
  • Experience living and working in other countries
  • Experience leading a school in Minnesota
  • MN charter school experience
  • Fluency in the German language
  • Fluency in any language in addition to English

Working Conditions:

  • Physical Ability: Tasks may involve extended periods of time at a keyboard or workstation.
  • Sensory Requirements: Some tasks require visual perception and discrimination.
  • Occasionally may be required to lift and carry up to 40 lbs.
  • Occasionally may be required to team lift up to 100 lbs.
  • Must be willing and able to work in the following environments: indoor, outdoor (all seasons) loud, hectic
  • Ability to work a flexible schedule including work as directed outside of the school calendar.

Middle School Literacy Teaching Assistant

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

Our mission is to provide a high quality education integrating the Christian faith and learning.

This position is funded through the EANS III federal grant and administered by the Minnesota Department of Education (MDE). MDE has contracted with a third party, ClassWallet, to act as the fiscal agent for these funds. The individual hired for this position will be paid via the fiscal agent, ClassWallet.

Description:

  • These positions are full-time, Monday-Friday. The hours are approximately 8:30-3:10.
  • These are hourly positions, 6.5 hours of paid time and an unpaid 30-minute lunch break.
  • The hourly wage will be determined by our Human Resource Director based on education and experience.

Purpose:

  • To work in partnership with grade level teachers, developing plans and implementing programs to meet the needs of individual learners, and provide flexibility within the learning environment
  • To provide additional supervision across the Middle School

Primary Functions

  • Collaborate with classroom teachers to provide student support and foster student growth; possible responsibilities include:Assess students using in-house assessments, leveling systems, and STAR tests
  • Meet with guided reading groups or literacy circles
  • Provide enriched literacy experiences
  • Facilitate small groups to practice skills
  • Assist in preparation and/or delivery of lessons
  • Assist in day-to-day classroom operations

Supervision Duties

All Teaching Assistants will be expected to provide supervision during one Middle School  lunch period. Additional duties may be available before or after the standard hours.