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School Psychologist Intern, 21-22 Academic Year – #4740 Spring Lake Park Schools

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Equity is one of Spring Lake Park Schools’ core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students.  Spring Lake Park Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

Position Overview:

A 1.0 FTE School Psychologist Intern position to work with students with disabilities at a school that is yet to be determined, under the supervision of the School Psychologist lead. This position requires the intern be committed to providing services that are culturally competent and developmentally appropriate.  The candidate must be knowledgeable in types of behavioral and academic interventions and evaluation instruments appropriate for students ages birth to 4th grade.

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 students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Primary Responsibilities:

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

serve as a team member in the screening, and evaluating students to determine Special Education eligibility;
collaborates effectively as a member of the District’s school psychology team;
conduct parent-staff conferences to interpret findings and give recommendations from evaluations;
provide professional advice and consultation to students, parents, staff and faculty on all matters related to psychological educational needs and services in the schools;
research and study the field of child growth and development in order to recognize the academic, social and emotional needs of children;
provide direct, short-term solution focused counseling services for students; and
performs other duties as assigned.

Special Education Due Process Case Manager, 21-22 Academic Year – #4738 Spring Lake Park Schools

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Equity is one of Spring Lake Park Schools’ core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students.  Spring Lake Park Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

Position Overview:

A 1.0 FTE Special Education Due Progress Case Manager position to work with students with disabilities at site yet to be determined, beginning in the 2021/2022 school year. The position includes case managing students, the writing of IEP’s, coordinating meetings, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments at multiple schools in the District, and managing all aspects of Due Process procedures and mandates.

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 students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Primary Responsibilities:

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

develop and provide direct academic, social, emotional, and behavior instruction;
conduct formative assessment, and monitor progress, to guide instructional planning;
consult and partner with general and special education staff;
maintain student records of services provided, following Due Process best practices and compliance;
participate in IEP and evaluation summary meetings; and
perform other related duties as assigned.

Social Work & Community Resource Liaison, 21-22 Academic Year – #4742 Spring Lake Park Schools

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Equity is one of Spring Lake Park Schools’ core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students.  Spring Lake Park Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

 

Position Overview:

A 1.0 FTE Social Work & Community Resource Liaison working at Park Terrace Elementary to connect families and students to resources and supports, to help them be successful in school and as a family unit.

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 students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Primary Responsibilities:

A Social Work & Community Resource Liaison assists students and supports families by providing strategic services that address the social-emotional-environmental issues that may interfere with the educational process.  Working with parents/guardians, teachers, school principal, and community-based resources, the Social Work & Community Resource Liaison helps remove barriers that may limit a student’s access to a fulfilled educational experience. In doing so, this Liaison implements strategies that promotes students’ positive school adjustment and creates meaningful family relationships.

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

crisis intervention services;
social work case management for students and families;
risk assessments on referred students;
liaison services with community agencies and assist in fostering communication and deepening partnerships between schools, parents/guardians, and community organizations;
location and mobilization of community resources to support the education program;
home visits and liaison services between families and the school to positively promote collaborative processes in educational planning for students by encouraging parent/guardian participation in the school setting;
parent/guardian educational opportunities on topics such as: child development, stress reduction, discipline & safety, and teacher/parent/student communication; and
collaboration with school staff and other school system personnel to implement strategies to promote student learning.

Office Coordinator

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Position: Office Coordinator (Grade VI)

Location: John Glenn Middle School
Work Schedule: Monday – Friday, 8 hrs/day, 12 month

Responsibilities:

  • General office duties including email and phone correspondence, greeting visitors, calendar management and reminders, filing, data-entry, ordering supplies, etc.
  • Serve as the first line of communication and problem resolution for students, parents, staff, and administrators.
  • Route and/or delegate calls/individuals to other staff as appropriate.
  • Maintain accurate records related to budgets, attendance, census, grades, accounting, inventory, students, etc.
  • Meet regularly with the building principal to provide them with budget-related updates.
  • Prepare and process personnel and payroll-related forms and timesheets
  • Initiate building job posting requisition process
  • Prepare and edit correspondence, reports, newsletters, and other staff/student/parent documents
  • Organize and prepare information and materials for substitute staff
  • Create and prepare reports
  • Develop building calendar of events and coordinate building-specific events (including related transportation needs)
  • Collect funds for various events and organizations (i.e. United Way, Food Shelf, Staff Appreciation, etc.)
  • Coordinate office equipment repairs as needed
  • Distribute U.S. and inter-school mail
  • Respond to emergencies in a timely and professional manner
  • Maintain confidentiality with student, parent, and staffing-related information
  • Train and assist other office staff as needed
  • Other related duties as assigned

 

Teacher- Art (.70)

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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 (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.