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Minnesota Association of School Administrators

Metro

Math Teacher – High School (.4 FTE)

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Job Summary
Develop the student’s fullest acquisition of knowledge, skills, concepts, and attitudes.

Job FunctionsPlan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Instruct students individually and in groups, using various teaching methods.  Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Observe and evaluate students’ performance, behavior, social development, and physical health.
Deliver the district’s written, taught and assessed curriculum.
Maintain knowledge and skills with IB Program changes and updates.
Create a positive environment to ensure successful learning for all students.
Meet with parents and guardians to discuss their children’s progress, and to determine priorities for their children’s social, emotional and academic growth.
Partner with parents or guardians, teachers, counselors, and administrators in order to support students’ academic and social-emotional development.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Adhere to all district policies and procedures.
Support the district’s mission, vision, values and strategic plan.
Guide and counsel students with adjustment and/or academic issues or special academic interests.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Meet with other professionals to discuss individual students’ needs and progress.
Administer standardized, formative and state mandated assessments and interpret results to determine student strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
Understand and maintain boundaries and confidentiality with students, families and staff.
Cultivate and develop inclusive and equitable working relationships with students, staff, families and community members.
Adhere to staff and program guidelines and district procedures and policies.
Demonstrate prompt, regular and reliable attendance.
Other duties as assigned.

 

Special Education Assistant

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Effective immediately, the Human Resources Department will accept applications for the position of Special Education Assistant at Kaposia Education Center for the 2022-23 school year.  This position works 6.5 hours per day plus half hour duty-free lunch, Monday – Friday, school days only.   Riding morning and/or afternoon bus routes may be included with this position.  The rate of pay is $20.16 per hour, based on the 2021-23 Master Agreement between SSP #6 and Local No. 7312, Educational Support Professionals.   This position reports to the Director of Student Services and Building Administrator.

Job Summary
Assist special education teacher in supporting the physical and instructional needs of students with disabilities in regular and special education setting.  Assist in implementation of classroom programs, including self-care, behavior regulation, and instruction programs.  Accompany special education students on bus routes as required in the student’s Individual Education Plan (IEP).

Job Functions

Assist students off the bus and into their first class of the day as needed.
Assist students with clothing when needed, clearing locker and escort students to the afternoon or transportation.
Accompany special education students on bus routes as required in the student’s IEP.   As assigned, ride the bus and supervise students as they enter and leave the bus, monitor for behavioral or physical needs to ensure student safety.
Assist students with self-care activities including but not limited to toileting, dressing, eating as required by Case Manager.
Assist students to be safe and socially appropriate on the playground or recess activities.
Follow case manager or special education teacher directions in modifying or accommodating student assignments.
Work within the special education program such as SUN or EBD to assist students with teacher assigned tasks.  Modify or accommodate as directed by the special education teacher
Regularly monitor student progress using collection techniques developed by case manager or special education teacher.
Follow Individual Education Plan (IEP) and Positive Behavior Intervention Support Plan (PBISP) as directed by case manager.
Perform accurate and timely reporting of services and progress for student’s IEP, Third Party Billing records, report cards, progress notes and/or conferences as directed by case manager.
Participate in all required trainings as requested.
Adhere to staff and program guidelines and district procedures and policies.
Cultivate and develop inclusive and equitable working relationships with students, staff, families and community members.
Demonstrate prompt, regular and reliable attendance.
Other duties as assigned.

Principal – Elementary School

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Principal – Woodland Elementary

Location: Brooklyn Park, MN

JobID: 25625

General Purpose of Job: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programing and managing the operational and personnel requirements.

Essential Duties and Responsibilities:

Indicators of Strategic Leadership Practice:

  • Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.
  • Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.
  • Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice: 

  • Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.
  • Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.
  • Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Managment Practice: 

  • Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.
  • Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.
  • Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice: 

  • Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.
  • Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.
  • Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resources Managment Skills Pratice:

  • Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.
  • Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.
  • Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Additional duties/responsibilities:

  • Performs other comparable duties of a like or similar nature as assigned.

Qualifications: 

  • Must hold or be eligible for a license as an Elementary School Principal in Minnesota
  • Experience either as a principal, assistant principal or in another school leadership capacity

Assistant Principal – Oak View Elementary

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Assistant Principal – Oak View Elementary

Location: Maple Grove, MN

Job ID: 25622

General Purpose of Job: To inspire and prepare each and every scholar with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programming and managing the operational and personnel requirements.

Essential Duties and Responsibilities:

Indicators of Strategic Leadership Practice:

  • Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.
  • Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.
  • Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice:

  • Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.
  • Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.
  • Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Management Practice:

  • Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.
    Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.
    Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice:

  • Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.
  • Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.
    Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resource Management Skills Practice:

  • Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.
  • Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.
  • Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Additional duties/responsibilities:

  • Performs other comparable duties of a like or similar nature as assigned.

Qualifications for the position: 

  • Must hold or be eligible for a license as a K-12 school principal in Minnesota.
  • Experience as an assistant principal or in another school leadership capacity strongly preferred.
  • Multi-lingual speakers preferred.

APPLICATION PROCEDURE
Please include a letter of interest and three (3) letters of recommendation.

Competitive Salary and Benefits

Assistant Principal

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Parnassus Preparatory School, a public, K-12 classical charter school of nearly 1,100 students in Maple Grove, MN, is seeking an assistant principal for the 2022-2023 school year. The Assistant Principal will work with the middle school/high school school principal to support students and staff in grades 5-12. Founded in 2011, Parnassus is a thriving school dedicated to graduating students who seek wisdom and virtue in a liberal arts school focused on Truth, Goodness, and Beauty. The ideal candidate will hold a Master’s Degree, have teaching and administrative experience, and a love for lifelong learning. Candidates should have a talent for leadership, project management, solid technology skills, and strong communication and organization skills. The candidate should also have a passion for the classical approach to education.