Minnesota Association of School Administrators
Job posting #2330
Full time (1.0 FTE) Elementary teaching positions are available for the Forest Lake School District at various locations for the 2022-23 school year. Candidates will be reviewed on an ongoing basis, and the Administration will call to set up candidate interviews.
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.
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.
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.
JOB GOAL:
To perform all necessary psychological services to the students as identified as essential functions.
ESSENTIAL FUNCTIONS:
Psychoeducational Assessment:
• Conduct individual student assessments which may include the areas of intelligence, academic achievement, perceptual skills, social/emotional development and social/adaptive skills.
• Prepare written psychoeducational reports.
• Use assessment data to help develop educational programs for students.
Student Support Team Participation:
• Participate on student support teams to develop and evaluate pre-referral interventions.
• Assist with implementation of interventions when appropriate.
• Maintain appropriate documentation of school efforts and follow-up if unsuccessful.
Consultation:
• Consult with teachers and administrators regarding student behavior, social concerns, and academic achievement in order to develop strategies to meet the student’s educational needs.
• Consult with parents to assist them in understanding child development and to develop strategies to address their concerns.
• Assist regular and special education teachers with classroom academic and behavior management plans.
• Identify appropriate outside resources for parents and teachers.
• Provide relevant staff development and parent training.
Student Services Team Collaboration:
• Collaborate with Student Services Team members to develop and implement student programs.
• Assist in the organization and evaluation of the Student Services Team as implemented at the building and District levels.
Student Interventions:
• Provide brief student interventions to improve social/emotional development, alleviate situational stressors and assist with academic difficulties.
• Conduct screenings to determine if other interventions may be appropriate.
• Intervene with students and consult with parents, staff, and other outside agencies when students evidence suicidal ideation, gesturing or attempts.
• Collaborate with other Student Service Team members and building administrators relative to student issues of abuse/harassment.
Due Process Coordination (IDEA, 504 and Child Study):
• Maintain knowledge of current law and practice relative to special education/504 due process procedures.
• Assure compliance with due process procedures from referral through placement.
• Chair IEP/Child Study meetings and complete IEP/Child Study report and other associated paperwork.
• Provide inservice to staff addressing current due process requirements and practices.
General Duties:
• Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
• Attending work regularly.
• Performing other duties as assigned.
Job Summary:
To plan, organize and implement an appropriate instructional program in a middle level learning environment that guides and encourages students to develop and fulfill their academic and personal potential. This position could be flexible to design and support learning experiences in areas such as technology, STEM, robotics, and/or business applications. Work is performed under the supervision of the principal.
Essential functions of the job may include but are not limited to the following:
● Work directly with learners to enhance their learning experiences
● Provide advocacy for the needs of learners.
● Design innovative and engaging learning experiences for middle level learners.
● Use a variety of technologies to personalize learning experiences.
● Instruct and monitor learners in the use of materials and equipment.
● Create and nurture a learner centered learning environment
● Participate in department, school, district and parent meetings.
● Establish and communicate clear objectives for all learning activities.
● Provide a variety of learning materials and resources for use in educational activities.
● Provide appropriate feedback on learning progression.
● Encourage and monitor the progress of individual learners and use information to adjust teaching strategies to meet the needs of each individual learner.
Other functions of the job include but are not limited to the following:
● Keep informed on innovative trends in education through professional reading, personalized professional development, seminars and workshops.
● Demonstrate preparation and skill in working with learners from diverse cultural, economic and ability backgrounds.
● Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls and answer emails.
● Participate in appropriate professional activities.
● Other duties as assigned.