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Minnesota Association of School Administrators

Metro

Behavior Paraprofessional – #4795 Spring Lake Park

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A Behavior Paraprofessional at Westwood Schools, helping to support Behavior Specialist teachers and students in grades 5-8 to create and carry out behavior plans for both Special Education and non-Special Education students.

Primary Responsibilities:

Duties of this job include, but are not limited to…

under the supervision of a Behavior Specialist, implementing behaviors plans customized and personalized for students to reinforce preferred behavior;
performing general data collection tasks for the purpose of progress monitoring student success;
having the ability and passion to work with students with emotional/behavior issues is essential;
working comfortably with students in individual, small group, and large group environments, in both general and special education settings;
working effectively with an interdisciplinary team, while having the ability to work independently;
working with school staff to provide behavior support to students in collaboration with teachers; and
participating in, and providing information for, team meetings related to student success and next actions.

Special Education Paraprofessional, Emotional Behavioral Disorders – #4798 Spring Lake Park

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A Special Education Paraprofessional at Spring Lake Park High School, helping primarily to support students with Emotional Behavioral Disorders in grades 9-12.

Primary Responsibilities:

Duties of this job include, but are not limited to…

under the supervision of a licensed Special Education staff, implementing Individual Education Plans (IEPs), customized and personalized for students;
having the ability and passion to work with students with disabilities;
working comfortably with students in individual, small group, and large group environments, in both general and special education settings;
working effectively with an interdisciplinary team, while having the ability to work independently;
working with school staff to provide support to students, in collaboration with teachers; and
participating in, and providing information for, team meetings related to student success and next actions.

K-12 Gifted and Talented Supervisor – #4871 Spring Lake Park

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The successful candidate will be an individual who firmly believes:That all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders, aligning the work of adults around personalizing student learning by meeting the needs, interests, and aspirations of students so that each student feels valued and has a sense of belonging, leading to academic success;
in the need to work in partnership with staff to continuously enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in professional learning, having demonstrated a commitment to ongoing, personal learning, as well as systemic professional learning

The successful candidate will be responsible for:

oversight of improvement and innovation of K-12 gifted services, including program improvement and innovation planning, and guidance, coaching, and professional learning for teacher leaders of gifted programming (Gifted Specialists)
oversight of programming and management of Lighthouse School, a school of choice for the insatiable, self-directed, gifted learner. Lighthouse School designs student learning around interdisciplinary, inquiry-based projects that provide for complex learning and collaboration with intellectual ppers under the guidance of a nurturing staff
working in partnership with the Supervisors for Learning and Innovation and Student Services to support principals in implementation of effective programming
advancing the four core components of innovative and personalized learning – competency-based learning, learner profiles, personal learner maps and flexible learning environments -across the district within K-12 gifted services, and leading implementation within the Lighthouse School
leading curricular work and professional learning for high-achieving, honors, and Advanced Placement teachers, as well as partnership with secondary counselors for personalized learning to provide direct and/or indirect services and support to gifted students in grades 7-12
marketing and leading the recruitment of students to the Lighthouse School
enhancing visibility of Lighthouse School and district gifted programming through participation in professional organizations, and delivering professional learning at regional and state conferences and events

Assistant Coach Co-Ed Nordic Ski – #4882 Spring Lake Park

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Assist the Varsity Head Coach with all aspects of the Spring Lake Park Nordic Ski program, including but not limited to setting up practices, meets, and schedules for the program; supervision of athletes at practices and meets.; care and maintenance of program equipment; arranging team transportation; working with booster club and regular meetings with other coaches to evaluate goals of the overall program. Must be able to adjust work schedule for practices and games.

Lighthouse Gifted and Talented Facilitator – #4895 Spring Lake Park

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The successful candidate will be an individual who firmly believes:That all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders, aligning the work of adults around personalizing student learning by meeting the needs, interests, and aspirations of students so that each student feels valued and has a sense of belonging, leading to academic success;
in the need to work in partnership with staff to continuously enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in professional learning, having demonstrated a commitment to ongoing, personal learning, as well as systemic professional learning
Candidate will be responsible for all assigned duties and responsibilities, which will include: personalizing instruction for students, implementing curriculum including physical education activities, communicating with parents, managing the classroom, and working collaboratively with colleagues as a member of the Teacher/Facilitator Team of Lighthouse School.

Opportunities in Emergency Care Teacher – #4865 Spring Lake Park

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The priority of this position is to create the conditions within Spring Lake Park High School for students to successfully navigate science curriculum in the 21st century. Our school has an amazing population of diverse learners, with wide ranging skills.  We are looking for teachers who can create personalized and engaging experiences so that each student feels valued, inspired and has a sense of belonging, resulting in college readiness and aspirations for success.

The successful candidate will be an individual who firmly believes:

all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of each student;
in commitment to partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in creating and fostering an inclusive environment, and meeting academic, social, and emotional needs of each student

A successful Teacher at Spring Lake Park High School is: Focused on knowing each student by name, strength, interest and need, leading to personalized student work and learning experiences
Confident in their abilities to teach in multiple modes (Brick and Mortar, Hybrid and Online)
Able to approach learning from a student centered platform vs a teacher centered platform
Innovate and can blend learning across multiple subject areas, and regularly collaborate with peers in learning communities within the school and district
Interested in ongoing communication with families, not only to report success and struggles, but to build relationships
An educator who can analyze data, set goals, learn individually and collaboratively, implement new learning, and monitor, assess, and adjust practice