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Minnesota Association of School Administrators

Metro

Lower School Teaching Assistant

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Minnehaha Academy is currently looking for a teaching assistant for our lower school located in Minneapolis, MN.

Description:  

  • Monday-Friday, student contact days and professional development days
  • Hours are 8:30am – 3:30pm.
  • Non-exempt, hourly position, 6.5 hours of daily paid time and an unpaid 30-minute lunch break.
  • Hourly wage will be determined based on education and experience.

Purpose & Primary Functions  

  • Provide direct student support in classrooms during literacy or math instruction
  • Provide support to individual students or groups of students for remediation, reinforcement, or enrichment
  • Work in partnership with classroom teachers in delivering literacy / math instruction
  • Work closely and collaboratively with the Literacy Specialist / Math Specialist to identify and develop plans to meet student needs, analyze student data, assist with assessments

Supervision

  • All Teaching Assistants will provide daily supervision in the cafeteria for Lower School lunches.
  • Additional opportunities for supervisory duties available prior to the workday, from 8:00-8:30.

Director of Development Operations

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The Director of Development Operations will provide oversight for complex business processes including coordination of database and list management, portfolio assignment, prospect moves management, reporting and prospect research. This position will also provide managerial support for gift entry and acknowledgement.

Essential Duties and Responsibilities:

  • Works to support Minnehaha Academy’s vision and direction for the Development team by collaborating with the Director of Development to assess, refine, design, implement and maintain efficient and accurate business processes for improved donor interactions resulting in increased philanthropic revenue
  • In coordination with the Director of Development and collaboration with other departments as required, the Director of Development Operations will oversee the establishment of best practices, policies, and procedures that will ensure consistent donor relationships and fundraising outcomes
  • Direct Minnehaha Academy’s development services including research, gifts, records, and reporting
  • Develop and implement practices to accurately and comprehensively track and document all donor information and activity using Raiser’s Edge NXT to provide timely donor relations through documentation of anticipated and completed actions, results of constituent contacts, recommendations/plans for follow-up work, written gift proposals and gift commitment documents
  • Work closely with the Director of Development to support cultivation and stewardship of high-priority prospects and donors
  • Create regular reports as required for department-wide prospect management meetings that accurately reflect portfolio activity and performance

Teacher- Long Term Substitute- Social Studies

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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.

Special Education Teacher (18-21 Year Old, Community Program)

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JOB GOAL: Under the direction of the Assistant Director of Student Services teacher will provide quality, community based education and IEP implementation for 18-21 year old students; to provide special education services to help alleviate the specific educational areas of concern that prevent the student from experiencing post secondary success.

ROLE AND 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:
Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.

Professional Relationships.
The teacher is expected to establish and maintain a professional relationship with students by:
Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff
members and community partners by:
Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.

Professional Development.
The teacher is expected to demonstrate professional learning and development by:
Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.

 

School Nurse

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JOB GOAL:
Utilize the school health program, in collaboration with other educators, to the attainment of the full health and educational potential of each individual student.

ESSENTIAL FUNCTIONS:
● Maintain current knowledge about health laws and regulations which pertain to school populations.
● Follow required laws of the State of Wisconsin, Division of Health, Bureau of Prevention, Immunization Program.
● Follow school board policy regarding medication administration to students.
● Meet periodically with school physician and county health nurse.
● Assess emergency problems and providing immediate First Aid care as required.
● Refer student to parent, physician or medical facility, as necessary.
● Complete/review accident reports.
● Teach responsible adult staff to give emergency medications.
● Facilitate staff First Aid persons for each building.
● Assess health problems and direct care to parent and or physician as necessary.
● Observe students on medication and consult with parents, physician, or health agency, as necessary.
● Alert teachers to the possible side effects and reactions of medications.
● Conduct health assessments, (including vision, hearing, posture, immunization, weight, height, etc.) for three year old screening, kindergarten screening, and new students.
● Train and coordinate parent volunteers to assist with health screenings.
● Monitoring early childhood students concerning health issues.
● Keep teachers updated as to student health concerns.
● Rescreening those students referred by teachers, parents, Multidisciplinary Teams and pertinent others.
● Referring to their parents those students who do not pass the test and provide follow-up consultation with parents and teachers.
● Make home visits, as indicated, for follow-up of identified health problems.
● Assume case management role for home/hospital bound non-handicapped students.
● Maintain pertinent health records for all students.
● Review student health files to identify immunization needs and inform parents.
● Coordinate immunization program with county.
● Examine students suspected of having a communicable disease (i.e. head lice, scabies, impetigo), recommend appropriate care, and send informational letters to parents as necessary.
● Consult with Multidisciplinary Team and provide health assessments for students being evaluated.
● Provide resource materials on health for educational purposes, (i.e. poster, films, pamphlets).
● Provide assistance in setting health and safety standards for food service, maintenance, and athletics.
● Participate on school district committees (i.e., health education curriculum, suicide prevention, students at-risk, Student Support Team).
● Make presentations to health education classes, as recommended in the health curriculum and coordinate health programs presented by students (i.e. smoking prevention, bloodmobile).
● Provide in-service meetings devoted to health education or faculty and parent groups.
● Periodically review/evaluate school health programs.
● Develop budget for health care supplies and health care programs.
● Submit annual report of activities to the Director of Student Services.