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Minnesota Association of School Administrators

Metro

Professional Learning Facilitator – MN

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World Savvy is a leading national education nonprofit working to transform teaching, learning, and culture in K-12 public education so all students can learn, work, and thrive in our rapidly changing world as globally competent citizens.

World Savvy is unique in the field for our systems change approach that holistically supports the integration of global competence into student learning, teacher training and capacity-building, and school and district leadership. We have offices in Minneapolis (largest) and San Francisco. Learn more at www.worldsavvy.org.

Mission: World Savvy educates and engages youth to learn, work, and thrive as responsible global citizens.

Vision: As the leading provider of global competence education, World Savvy envisions a K-12 education system that prepares all students with the knowledge, skills, and dispositions for success and active engagement in the global community.

World Savvy is an ambitious organization with big ideas and tenacious growth goals. Our culture is one of optimism, authenticity, joy, and learning. World Savvy is deeply committed to anti-racism, inclusion, and equity in our programming and workplace. As we grow, we will intentionally build a team that reflects the ethnic, racial, and cultural diversity of the students, educators, and communities we serve. World Savvy seeks individuals who are Black, Indigenous, and People of Color to apply.

Positions Summary: 

We’re looking for two (2) global education-minded professionals to join our team in Minnesota:

  1. K-8 Professional Learning Facilitator
  2. K-12 Professional Learning Facilitator
  • The World Savvy Professional Learning Facilitator is a critical member of the Program Team, reporting to the Minnesota Executive Director and working directly with the Director of Professional Learning and other Program Team colleagues to develop and refine program materials, tools, and resources aligned with the vision set forth by the Chief Program Officer.
  • Competitive candidates for these roles will have a minimum of 7 years of successful K-8 and/ or K-12 classroom experience.
  • Previous experience coaching and providing professional development to K-12 educators is essential.
    Experience in K-12 global education.
  • These positions are responsible for independently providing educators and school leaders with professional learning facilitation and individual coaching across World Savvy programs. Click here for program information https://www.worldsavvy.org/our-programs/.
  • Due to the pandemic, all World Savvy staff work remotely from home  and school programming is conducted remotely. As conditions with schools change, these positions may be working in person within the next 6-12 months.
  • These positions are based out of the Minnesota office and will work primarily with the Minnesota region with a significant amount of work in the greater Minneapolis – St. Paul region.
  • Partnership and collaboration on nation-wide or other regional work will be  part of these roles from time to time.
  • These positions are responsible for working in partnership and under the Chief Program Officer’s guidance as part of the Program Team to develop and refine program materials, tools, and resources.

World Savvy Values:  

We do the best work possible in service of our mission.

We believe collaboration is essential.

We see people as whole human beings.

We intentionally grow and change.

We lean into complexity when it’s called for.

We believe big things are possible, whether that’s our mission or the project on the table.

We notice and disrupt exclusionary patterns.

We bring hope, joy, and a sense of aspiration into all that we do.

 

Schedule: Full time and limited nights and weekends

Salary range: $80,000 – $90,000 based on experience

Projected Start Date: Negotiable; no later than July 1, 2021

Application Deadline: Open until filled. Priority given to applications provided by April 1, 2021.

Location: Based in Minneapolis, MN (**All employees are currently working remotely due to Covid-19.)

Travel Requirements: When schools are open, as much as 50% of the work is on-site in the metro area, and approximately 10% national travel is expected when public health conditions allow. These positions will need to independently get to offices and schools throughout the Seven County Metro Area and greater Minnesota. Not all locations are accessible by public transit.

Key Responsibilities: 

Program Delivery and Implementation

  • Plan and execute, in collaboration with other Program Team members, all aspects of professional learning and coaching, from recruitment through evaluation.
  • Dynamically lead on-site and online professional learning sessions for educators, ensuring high quality and engagement of participants yielding high satisfaction and value ratings by meeting different learning style needs.
  • Creatively and effectively use electronic and online technology and teaching practices to engage learners remotely.
  • Actively support and engage in the recruitment and retention of new and existing program sites and partnerships.
  • Skillfully translate  educator, school, and district needs into tailored global competence activities, materials, tools, and resources.
  • Effectively implement school-based student experiences, ensuring high-quality, collaborative, powerful student experiences rated highly by students and educators.
  • Strategically acquire and apply knowledge of global education and the global education field, developing an understanding of educator needs to support continuous program improvement and valued learning opportunities.
  • Proactively coordinate with World Savvy staff to plan logistics around program needs and group gatherings, including professional development workshops.
  • Enthusiastically participate in Program Team and other World Savvy team meetings – bringing ideas, giving and receiving feedback, and identifying opportunities.
  • Empathetically provide coaching support for educators and school leaders to develop: Project-based curriculum and assessment that embeds global competence into practice and advances equity.
    High-quality student projects that model the evolution of “Knowledge to Action.” See background at http://www.worldsavvy.org/k2a

Recruitment, Relationship Development, and Outreach to Partners

  • In collaboration with the Program Team and the Minnesota Executive Director, implement and maintain the recruitment plan to build and retain a strong pipeline of participant schools.
  • In partnership with the Minnesota Executive Director, expand our reach and actively generate new school partnerships.
  • Build and maintain relationships valued by participating educators and students, ensuring program retention and engagement levels remain high.
  • Represent World Savvy at conferences and community events, some of these occurring on evenings and weekends.
  • Collaborate with the Minnesota Executive Director on regional marketing strategies to support recruitment and retention goals in Minnesota.

Teacher- Business

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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 – 2021-22SY

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NLA is seeking a special education teacher for the 2021-22 school year.  Appropriate MN licensure preferred. NLA values capacity and quality work, so caseloads are limited to ensure proper service.  NLA is designated a High-Quality Charter School by MDE and is seeing successful trends in student recruitment, attainment, and academic success.  Be a part of this team!

NLA serves 20% special education students, the majority of which are federal setting 1 or 2.

NLA values a collaborative, supportive culture amongst staff and students alike.

Please apply through: https://www.northlakesacademy.org/employment

Additional inquiries:  Cam Stottler, Executive Director
[email protected]
651-797-6266

North Lakes Academy Charter School
308 SW 5th St
Forest Lake, MN  55025
651-982-2688

Spanish Teacher – High School 1.0 FTE

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SCHOOL

The Mission of North Lakes Academy is to graduate students who are confident, skilled scholars and citizens. Our expectation is that students and teachers excel in core academic and artistic disciplines, develop a sense of purpose and path, and value a united community built through appreciation of diversity.

Since 1999, North Lakes Academy has provided a personalized learning environment designed to meet a wide variety of academic needs. With strong core subjects and a full complement of liberal arts courses, NLA provides quality learning in a responsive learning atmosphere.  In 2008, NLA was granted approval from the state of Minnesota to expand to serve students in grades 5-12. The first graduating class was the class of 2011.

North Lakes Academy is one of the oldest charter schools in Minnesota, one of the last teacher-run school boards in the United States, and one of only a few education options in a large land-area district on the border between suburban and rural Minnesota.

WHY US?

+ We help students discover their passions and stay confident learners throughout their lives.

+ We’re a fast-paced, collaborative working-environment that’s also thoughtful about designing reflection and resetting time for teachers and students.

+ We think about what we can do better and faster than other area schools on a daily basis and learn quickly from other models of innovation (See our Becoming Program for one example).

+ We’re a friendly and creative team with diverse backgrounds, who are all really kids, parents, coaches, and entrepreneurs at heart.

+ We’re a interesting school that feels more like a startup, a workshop, and a family.

+ We’re close to Highway 35 and easily accessible from the metro area or surrounding suburbs (Many teachers commute from the cities, surrounding suburbs, and even Wisconsin).

+ We design flexible professional development experiences.

+ We provide exceptional medical and dental benefits.

+ We work with teachers to choose a personalized technology setup.

TEACHER EXPECTATIONS: SPANISH

We are looking for staff to build the spanish program to include dual-credit offerings (CIS or AP).  The Upper School currently has Spanish levels 1-3.  Staff must be experienced in differentiated instruction, competent in standards-based grading and planning, and be able to raise cultural awareness of the curriculum.

+ Responsibilities and Experience

Help lead the design of the curriculum with Middle School spanish staff.
Innovation with planning and being open to new ideas and current trends

+ Skills and Star Qualities

Demonstrable experience designing personalized social studies curriculum.
Ability to see the bigger picture while iterating strategically every day.
Direct experience helping kids learn by doing in innovative ways.
Collaboration within the department and between disciplines.
Growth mindset based on problem-seeing and problem-owning

Please apply at www.northlakesacademy.org/employment

For inquiries please reach out to Jaime Goulet ([email protected])

School Psychologist

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FTE: 1.0

JOB GOAL:
To perform all necessary psychological services to the students as identified as essential functions.

ESSENTIAL FUNCTIONS:
Psychoeducational Assessment:
• Conduct individual student assessments which may include the areas of intelligence, academic achievement, perceptual skills, social/emotional development and social/adaptive skills.
• Prepare written psychoeducational reports.
• Use assessment data to help develop educational programs for students.

Student Support Team Participation:
• Participate on student support teams to develop and evaluate pre-referral interventions.
• Assist with implementation of interventions when appropriate.
• Maintain appropriate documentation of school efforts and follow-up if unsuccessful.

Consultation:
• Consult with teachers and administrators regarding student behavior, social concerns, and academic achievement in order to develop strategies to meet the student’s educational needs.
• Consult with parents to assist them in understanding child development and to develop strategies to address their concerns.
• Assist regular and special education teachers with classroom academic and behavior management plans.
• Identify appropriate outside resources for parents and teachers.
• Provide relevant staff development and parent training.

Student Services Team Collaboration:
• Collaborate with Student Services Team members to develop and implement student programs.
• Assist in the organization and evaluation of the Student Services Team as implemented at the building and District levels.

Student Interventions:
• Provide brief student interventions to improve social/emotional development, alleviate situational stressors and assist with academic difficulties.
• Conduct screenings to determine if other interventions may be appropriate.
• Intervene with students and consult with parents, staff, and other outside agencies when students evidence suicidal ideation, gesturing or attempts.
• Collaborate with other Student Service Team members and building administrators relative to student issues of abuse/harassment.

Due Process Coordination (IDEA, 504 and Child Study):
• Maintain knowledge of current law and practice relative to special education/504 due process procedures.
• Assure compliance with due process procedures from referral through placement.
• Chair IEP/Child Study meetings and complete IEP/Child Study report and other associated paperwork.
• Provide inservice to staff addressing current due process requirements and practices.

General Duties:
• Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
• Attending work regularly.
• Performing other duties as assigned.

Prevention Specialist

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FTE: 1.0

JOB GOAL:
The Prevention Specialist Program functions at all grade levels across the District to coordinate and enhance Alcohol Tobacco Other Drug Abuse (ATODA) prevention and intervention, a comprehensive curriculum, staff development, and to establish community collaborations.

A. Service to Students
1. Performs casework management for the individual student with the objective of improvement of personal, social, and emotional adjustment.
2. Specifically addresses student issues surrounding alcohol/drug abuse and other at-risk conditions.
3. Coordinates alcohol and other drug abuse, screening, referral, interventions, and aftercare for students with alcohol and other drug abuse concerns.
4. Provides individual and group counseling as needed.
5. Assembles and utilizes relevant data on student behaviors for effective student programming.
6. Communicates with other schools and outside agencies regarding student concerns.
7. Develops and assists with facilitation of an appropriate range of school based support groups.
8. Recommends and/or implements behavioral change strategies with individuals or groups of students regarding alcohol and other drug.

B. Prevention and Intervention
1. Communicates and works cooperatively with administrators to promote a positive learning environment.
2. Collaborates, consults with, and serves as a member of the Student Services Network Team and Student Support Team.
3. Provides student/parent information and assistance regarding alcohol and drug resources.
4. Collaborates on behalf of the District with human service and community agencies.
5. Promotes and conducts alcohol and other drug related awareness activities in the classroom, district, and community.
6. Makes referrals to and coordinates services with appropriate resource persons in the District and community.
7. Recommends and/or implements behavioral change strategies with individuals or groups of students regarding alcohol and other drug.
8. Communicates awareness information to families, students, community, and District.

C. Coordination of Programs
1. Acts as a consultant for the development, implementation, and evaluation of ATODA, health, and other risk behavior curriculum K-12.
2. Coordinates staff development on appropriate ATODA and related youth risk behavior topics.
3. Assists with development and implementation of District polices and procedures which support a comprehensive alcohol and other drug abuse program.
4. Administers the District’s Title IV Safe and Drug Free Schools funding.
5. Identifies, composes, and distributes appropriate sources of funding for District efforts.
6. Coordinates, administers, and presents District assessment data on alcohol and other drug, risk behaviors, and other information pertaining to the ATODA program.
7. Maintains and updates a list of community resources.
8. Works within the community to help develop and support collaborative prevention models.

D. Service to Families and Community
1. Performs casework service with families as an integral component for helping students with alcohol and other drug concerns.
2. Coordinates and provides parent support activities for families in crisis and for families in need of resources and support.
3. Conducts home visits as needed.
4. Acts as family resource for referrals to outside agencies.

E. Interpersonal Relationships
1. Demonstrates positive interpersonal relations with students.
2. Demonstrates positive interpersonal relations with education staff.
3. Demonstrates positive interpersonal relations with parents and other significant people.
4. Demonstrates positive interpersonal relations with community organizations, representatives, and outside agency personnel.

F. Professional
1. Attends conferences and meetings to keep updated in areas of responsibility.
2. Participates in various community, county, and state activities when available and appropriate.
3. Maintains association with local and state organizations for Prevention Specialists.
4. Represents the District on relevant interagency committees and projects.
5. Promotes and provides conditions of confidentiality that relate to privileged information.
6. Follows the policies and procedures of the District.
7. Demonstrates a sense of professional responsibility and continuous improvement efforts.
8. Assumes agreed upon professionally appropriate responsibilities as they relate to the school.