Full time (1.0) Spanish teaching position at Forest Lake Area Middle High grades 7-8, beginning the 2020-21 school year.
Application deadline: until filled
Minnesota Association of School Administrators
Full time (1.0) Spanish teaching position at Forest Lake Area Middle High grades 7-8, beginning the 2020-21 school year.
Application deadline: until filled
Hopkins High School Principal
“In Hopkins, we are courageous and prudent enough to realize the need for change…we are prepared to innovate at all levels because every Hopkins student deserves a brilliant future!”
Dr. Rhoda Mhiripiri-Reed, Superintendent
The Hopkins School District is vigilantly pursuing Equity and Excellence. Leveraging the core components of our District Vision 2031, we have begun to develop future-focused programs and learning opportunities that work for all children.
Hopkins School District 2031 Roadmap
Click here for our Roadmap: https://bit.ly/2R4mcsN
…because every student deserves a brilliant future!
Core Values form the foundation upon which we perform our work and conduct ourselves. They guide us as we work collectively to achieve our bold vision.
Authentically Inclusive Vigilant Equity Optimistic Innovation
Humility of Heart Intentionally Adventurous Love
District Profile
Hopkins School District 270 is an award-winning school district with a PreK-12 population of just under 7,000 students serving the city of Hopkins, most of Minnetonka, about half of Golden Valley, and portions of Edina, Eden Prairie, St. Louis Park, and Plymouth. We also serve students who open-enroll. Our students are 47% non-white, and represent 82 languages from around the world. The District’s buildings include an early learning center, six elementary schools, a K-12 Chinese Immersion program, a secondary Spanish Immersion program, two junior highs, one high school, five community centers, an auditorium, and two community dining spaces. Additionally, District 270 is a partner and tenant in a multi-disciplinary community arts facility–the Hopkins Center for the Arts in downtown Hopkins.
Graduate Profile
Hopkins School District will graduate students who are empathetic, confident, well-traveled, holistic and globally-minded critical thinkers.
Position Description
Essential Functions & Responsibilities
A. Create and Sustain Equity and Excellence within our Community of Learners
Anticipate the needs of students, staff, and parents and guide the educational experience to ensure an engaging, relevant, and dynamic learning environment so that all learners can meet or exceed personal learning objectives
Engage our community of learners in continuous improvement processes
Implement policies & procedures that align with District, State, and Federal requirements
Work systemically to handle ongoing demands and delegate to others as is appropriate
Lead and facilitate change management processes
Develop and nurture effective parent and community engagement
Provide leadership in all aspects of resource management: Personnel, Financial, Time
Create a positive, student-centered environment where student voice is empowered
B. Lead Change Management and Innovation
Demonstrate Entrepreneurial Systems-Thinking
Show initiative and objectivity; thinks outside the box and is innovative
Demonstrate the ability to think ahead, conceptualize ideas, assess situations to determine what needs to be done, and mobilize staff to accomplish desired outcomes
Encourage and facilitate improvement through change as an integral part of the Site Strategic Planning process
Provide leadership and facilitation to negotiate change; serve the building as a fierce advocate for the needs of HHS staff, learners, and families
Identify ways to elicit support for change and establish stability during change processes to expand organizational capacity
Demonstrate a willingness to be open and build trust
Maintain integrity, confidentiality, and sensitivity to others’ needs for information
Demonstrate genuine interest in people by being available, accommodating, and maintaining connections with and a frequent presence in all sectors of the school’s communities
Seek information from the school’s communities about the performance of the school and demonstrate responsiveness to the concerns and needs expressed
Build networks and meaningful contacts with a wide range of people within our broader learning community
C. Lead Visioning and Professional Development Initiatives
Demonstrate bold visioning capability, and collaboratively implements all elements of Vision 2031
Align administrative, staff and site goals with District Vision
Use appropriate interpersonal strategies in guiding staff, peers, superiors, or groups toward task accomplishment
Demonstrate a willingness to grow and change to achieve desired results
Engage and participate in professional development, lifelong learning, and annual goal setting processes
Establish a course of action for self or others to accomplish specific goals and achieve results
D. Engage and Develop the School Community
Engage others in fulfilling the District’s Vision and exhibit a high degree of teamwork and cohesion in doing so
Interact with staff and students during the academic day to build a strong sense of community and belonging
Demonstrate creative, innovative and realistic approaches to problem-solving
Demonstrate sensitivity toward others and the ability to be responsive to and aware of external conditions as well as the feelings, emotions, and needs of others
Communicate educational objectives in a diplomatic manner
Clearly articulate what the school stands for and what it does not
Describe the benefits and the reasons for specific actions
Intervene if and when appropriate
Present the school positively and show pride in the school
E. Provide Effective Instructional Leadership Analysis & Judgment.
1. Information Collection & Data Management, Measurement & Evaluation, and Problem Solving
Oversee a Data Management Process that engages staff members in data reviews
Acts as the key instructional leader for the campus
Establishes and supports data-driven decision making processes
Facilitate gathering data to make informed decisions
Seek corroborative and background information to establish contextual framework from which information & decisions can be disseminated in an appropriate form to all who need it
Guide processes to integrate data and utilize the resulting information to benefit students
Develop alternative courses of action and make decisions based on logical assumptions that reflect factual information
Use and be familiar with present and energizing technology tools for assessment and instruction
Engage in talent development of staff through coaching and support
Builds the leadership capacity of others
2. Culturally Responsive and Relevant Learning Environment
Passionately leads and embraces the mission of high levels of achievement for all students
Demonstrates courageous leadership, adaptability, and creativity to navigate the complexities of emerging and evolving distance and digital learning; possesses the technology skills to lead hybrid and personalized learning models
Demonstrate awareness of current educational and social issue within current political environment as well as demonstrate understanding and knowledge of equity principles, issues relating to the needs of a pluralistic society, and the thorough knowledge of the culture of the school and the local school community
Serve as the Instructional Leader responsible for overseeing and facilitating the educational program
Defines and leads implementation of personalized learning systems that engage the learner, staff, families, and community as essential partners in supporting meaningful achievement and personal growth
Maintain current knowledge about the attributes of quality instruction as identified through relevant research and best practice developments
Supervise & evaluate the effectiveness of the instructional practices of teachers, validates effective teaching practices and helps teachers expand their repertoire of effective teaching strategies
Establish high expectations for curriculum, instruction & assessment practices through the effective supervision and evaluation of instruction
3. Student Guidance, Development, & Success for all Learners
Ensure a safe school environment free from institutionalized racism and discrimination that impedes academic excellence and success for all learners
Builds a restorative culture by intentionally developing ways of living and working together in a community based on common agreements and values that support healthy relationships
Provide leadership to foster the understanding and cooperation of teachers, students, staff members & parents as a restorative justice community
Establish a climate where practices, policies, and procedures are administered equitably and align with applicable special education laws
Demonstrate interest in and encourage students’ progress and achievements and publicly acknowledge achievements of individuals and groups
Evaluate student achievement information to analyze barriers to student learning leading to action and resolution
4. Professional Learning Community, Staff Supervision & Professional Development
Provide leadership to increase the capacity of teachers and school staff organization to develop culturally relevant competencies in Curriculum, Instruction and Assessment
Identify staff development needs, setting goals and objectives, developing strategies for change, implementing desired changes, and evaluating program effectiveness
Demonstrate knowledge of curriculum requirements and learning objectives
Evaluate the planning and implementation of curriculum programs
Facilitate and support in-service education and systemic professional growth opportunities for all
Motivate and lead staff in an ongoing and continual process of staff development and curriculum improvement
Ensure all non-tenured teachers are engaged in regular observation and development activities aligned with professional teaching rubric
Provide leadership and supervision in the implementation of the Hopkins Teacher Development and Evaluation Model
Develop a positive school climate by demonstrating skill and pleasure in dealing with young people
Seek feedback, invite dialogue, consult with others as needed to engage in continuous leadership development and improvement
F. Resource Allocation
Maintain current knowledge of appropriate financial systems and manage them accordingly
Prioritize financial allocations according to needs and collaborate with site teams to develop budgets that reflect agreed goals and meets strategic learning objectives
Participate in the budgeting process as needed to assist the District in preparing its annual budget for Board approval
Work within the constraints of budgets and other resources to implement the District’s Vision as well as to ensure quality learning experiences, equity and excellence and success for all students
Implement and monitor budget allocations, assess results and recommend changes
Work with Buildings & Grounds Supervisor to manage the buildings, grounds, other facilities assets of the school, including the co-supervision of building custodians
MINIMUM QUALIFICATIONS:
Minnesota Secondary School Principal’s License
Advanced degrees are preferred
Previous experience in administration, internship or other leadership roles is preferred
A minimum of three years of administrative experience is preferred
Continuously works to improve knowledge, skills, and disposition on vital educational issues and school-wide leadership, and makes learning visible to staff, students, and parents.
Demonstrates and models the Hopkins Core Values
Engages in continuous improvement and a reflective practice
Demonstrates ethical personal leadership through building relationships
Provides focus on strategic priorities by setting expectations for others while modeling the same professional behavior expected of others
Develops strong and effective collaborations with other principals and district administrators to achieve Vision 2031
Description: A Cultural Liaison connects students, families, staff, community and the district. They are advocates for equity and inclusion, empowering and supporting families to promote student academic success. They assist and support students, staff and families with:
Cultural adjustment
Social-emotional development
Achieving academic success
developing leadership skills
career and college readiness
Job Summary:Develop relationships between school and community members.
Provide evidence-based practices leading to the implementation of successful programs and learning experiences that meet the educational needs of all of our students
Connect with our families and ensure that they are an integral part of our school community
Develop and provide intercultural professional development for staff and the school community that contribute to the district’s cultural competence around cultural diversity, cultural norms and customs, and student/family needs in collaboration with administration.
Facilitate effective communication loops with families around student academic and emotional needs.
Serve as a resource to school staff about working with students and families from diverse cultures.
Help families understand our school system and assist with paperwork such as school registration, immunizations, transportation, Free & Reduced Lunch applications, scholarships, and more.
Provide assistance with home-school communications and engagement and arrange for interpretation and translation needs as appropriate. This can be to connect directly with school staff on academic, social-emotional, and behavior matters.
Assist with early childhood screenings, special education assessments, English learner assessments, and parent meetings.
Encourage families to engage in student-parent-teacher conferences and participate in conferences, parent education, Special Education IEP meetings, and EL meetings as appropriate.
Conduct home and social visits to foster two-way communication with accurate language interpretation of school information, including district policies and procedures, appointments, and emergency information.
Assist in resolution of misunderstanding and conflicts that arise between students, parents, and staff who are from diverse cultural, ethnic, and linguistic backgrounds.
Adjust the workday to meet the unique requirements of the position.
Conduct outreach and maintain a presence at locations families gather, including schools, early childhood and family education outreach locations, and other community places.
Qualifications:Commitment to equity and experience conducting outreach to underserved populations
Fluency in another language preferred
Experience working with educators to build on the cultural and language strengths and assets that students bring to the classroom and bridge cultures to develop intercultural fluency.
Experience working with culturally and linguistically diverse families.
Knowledge of public school systems
Knowledge of Somali, Hispanic, Hmong, and/or African American culture
Self-directed, quick learner.
Ability to work in a team environment.
Computer and technology skills; proficiency in Microsoft Word and Excel, familiarity with Google docs, and interest in and ability to learn new platforms
Commitment to maintain confidentiality
Must have a valid driver’s license and reliable personal transportation
Kindergarten Teacher – Blue Heron Elementary – 1.0 FTE – Beginning the 2020-21 school year
EBD Teacher – Long-Term Sub from beginning of 2020-21 school through February, 2021 – 1.0 FTE – High School – Grades 9-12
by East Dakota Educational Cooperative d/b/a Teachwell Solutions
Teachwell Solutions, an educational cooperative headquartered in Sioux Falls, SD, is expanding its team of Speech-Language Pathologists. We are seeking MN-licensed SLPs to work primarily through teletherapy for MN schools. Experience providing services via teletherapy is preferred, but not required. Candidate must be adept with online technology. Training and supervision are provided.