MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Spanish Teacher (.4 FTE) – Middle School

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Effective immediately, the Human Resources Department will accept online applications for the position of a part-time Spanish Teacher (.4 FTE) in our Middle School.  We offer a competitive salary and benefits package.  Salary placement is based on education and experience as indicated in Teacher’s Collectively Bargained Agreement.

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

Job Functions

Plan 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.

School Age Care (SAC) Supervisor

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School Age Care (SAC) Site Supervisor

Elementary Buildings

This is a full time, 12-month position; 8 hours per day with work day hours varying based on school year, non-school days and summer program needs.  Rate of pay is $22.37 per hour; Independent-Student Support Group.

Job Summary
Plan and implement a School Age Care (SAC) and youth programs designed to meet the physical and developmental needs of children.  Work as a team leader to effectively supervise staff and engage children in activities.

Job Functions

Plan, develop and implement developmentally appropriate School Age Care and Youth Enrollment programs in accordance with district policies, district philosophy of programs and within state and federal guidelines and requirements.
Maintain a supportive, safe environment for all children and staff.
Communicate regularly with parents and/or guardians, including addressing concerns and student illness/injury.
Cultivate and develop inclusive and equitable working relationships with students, staff, families and community members.
Supervise, coach and conduct annual performance reviews of SAC staff.
Write, implement and post weekly lesson plans, snack, and staff weekly assignments.
Ensure SAC staff maintain daily schedules, activities, rosters, and accurate counts of children.
Provide guidance and direction to staff to guide children’s behavior in a consistent manner by utilizing de-escalation techniques, Multi-Tiered Systems of Support (MTSS), PBIS (Positive Behavioral Interventions & Supports), and other positive strategies.
Facilitate the integration of students with special needs.
Develop student behavior plans, record and manage student behavioral data.
Dispense medication to participants as directed by the licensed school nurse.
Prepare, maintain, and distribute all SAC participants’ attendance records.
Create school year, summer, and non-school day staff schedules in compliance with program ratios and district guidelines.
Contact and secure approved substitutes as needed for SAC and provide program orientation, training mentorship, and resource materials for substitutes.
Maintain SAC program staff absence records; verify and process timesheets for accuracy.
Complete all ordering of SAC program supplies within the budget provided.
Coordinate and participate in professional development including monthly site staff meetings, mentoring of SAC/Youth program staff and maintain record of staff development.
Utilize positive behavior strategies and de-escalation techniques with students
Be a positive role model for respectful behavior and problem solving strategies
Adhere to Minnesota Department of Human Services staffing, reporting and documentation requirements.
Implement emergency procedures when needed, including performance of CPR.
Help to create and maintain positive, safe environments throughout the school building and school grounds (i.e. gym, lunchroom, classroom, hallways, and playground).
Develop and maintain a service-learning program, a SAC advisory council and an academic study program.
Represent SAC at various district/community and professional meetings.
Keep the Community Education Director informed of all issues and concerns regarding program and staff
Adhere to district policies and procedures.
Demonstrate prompt, regular, and reliable attendance
Perform other duties as assigned.

Teacher- Reading (.50)

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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.

K – 3 Elementary Immersion Teacher

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POSITION DUTIES AND RESPONSIBILITIES Carry out all responsibilities associated with elementary immersion teaching assignment. Conduct classroom instruction of all basic subjects in Spanish. Interweave Hispanic cultures into student activities throughout the school year. Infuse global-mindedness into the curriculum on a continual basis. Develop multi-cultural curriculum materials and instructional strategies for elementary students as a part of a grade-level team. Communicate closely and encourage parental involvement regarding program goals, classroom activities, homework and school functions. Create a safe classroom environment. Collaborate with grade-level team members, program specialists, program coordinator, director and other staff regarding program implementation. Maintain knowledge of current and emerging trends, procedures and evaluation processes in immersion programs. Participate in regular program planning and staff development activities. Participate in all training programs required for immersion, the International Baccalaureate Organization Primary Years Programme and Responsive Classroom.

Teacher- Grade 3

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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.