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Minnesota Association of School Administrators

Metro

Literacy Intervention Teacher 

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Literacy Intervention Teacher
Chaska Middle School West
For More Information contact: Alicia Fischer at [email protected]

Position Start Date: August 29, 2022 – June 9, 2023
Banded/Graded: C-5-2
FTE/Hours: .45 FTE / 8:00 am -11:30 am please note this postion can possibly be combined with other postions (Basic Skills Para/Lunchroom Supervisor) to become benefit eligible.  .75 FTE is required to be benefit eligible.
Responsible To: Building Principal

Qualifications: Language Arts License preferred  – Experience with student intervention work and supporting struggling learners.
Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills: Monitor student assessment data. Support literacy intervention for students in grades 6-8. Teach or co-teach in the classroom.

Chaska Middle School West is a 6-8th grade learning environment with about 800 learners. We have a growing population of diverse learners and a comprehensive array of programs and experiences for students. Preferred candidates will have experience working in diverse education settings and/or experience working towards equitable student outcomes in education.

Compensation and Yearly Duration of Employment: Compensation will be determined by District 112 and the Chaska Education Association (CEA).

Background check will be conducted.

If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check the eligibility as listed in the above agreement. a .45 FTE is not a benefit eligible position.

If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure:
Please apply online at: http://www.district112.org (only online applications will be accepted).

Language Arts Teacher – 6th Grade 

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Language Arts Teacher – 6th Grade
For More Information contact: Mark Shoquist at [email protected]

Start Date:  August 29, 2022
FTE/Hours:  1.0 / 8:00 am – 4:00 pm
Banded/Graded:  C-5-2
Responsible To:  Building Principal
Qualifications: Valid State of Minnesota License K-6 and/or Middle School endorsement; 5-8 Communicaion Arts/Literature;

Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  This position will be on a collaborative team that teaches to standards in an interdisciplinary approach.  Candidates will be expected to assess on standards and learning targets and provide responsive instruction. The team will works out of intentional learning spaces and instruction is planned to happen in various locations and classrooms in the building.

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA).

Background check will be conducted.

If you are changing positions or the number of hours you work, your benefits may change.  Please make sure to check the eligibility as listed in the above agreement.

If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure:
Please apply online at: http://www.district112.org (only online applications will be accepted)

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- Special Education (EBD)

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JOB GOAL:
To enable the District to provide quality education for all students in the District. This position will be working in a Center-Based EBD program.

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 Assistant Principal

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Job posting #2354

Annual Salary: $123,638 (22-23)
Reviewal of applicants will begin immediately with interviews anticipated for selected candidates being scheduled for Friday July, 29.

Student Assistance Counselor – Maple Grove Senior High

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Student Assistance Counselor – Maple Grove Senior High (Job ID: 25639)

Description:  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.

Job Summary:  To provide prevention and intervention services for students exhibiting high risk behaviors and their families in the areas of chemical abuse, truancy, and other acting out behaviors.

Illustrated Duties:

  1. Work with building administration and counselors to identify students exhibiting high risk behaviors (i.e.
  2. chemical use, truancy, discipline issues, family concerns, runaway, anxiety, depression).
  3. Conduct chemical pre-assessments with students as appropriate.
  4. Participate in building student assistance teams.
  5. Meet with students referred by building student assistance teams.
  6. Provide one-to-one counseling and support groups for students as time permits.
  7. Provide family consultation and support as necessary.
  8. Collaborate with community agencies to provide services to students and their families.
  9. Develop and/or implement prevention programs such as peer leadership groups, peer tutoring, mentor programs, etc. as time permits.
  10. Other duties as assigned by principal.