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Minnesota Association of School Administrators

Metro

American Indian Education Coordinator

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Priority 1: American Indian Program Coordination

·         Acts as the district’s representative in matters dealing with programs and services for Native Americans.

·         Participates with district staff and the parent advisory committee in the design, implementation and evaluation of the district’s American Indian Education Program

·         Assists the director of curriculum and instruction and parent advisory committee in completing all state and federal reports.

·         Coordinates identification of Native American students who reside in District #12 and assists parents in obtaining 506 documentation.

·         Acts as an ex-officio member of the parent advisory committee.

Priority 2: Academic and Cultural Development

·         With parent advisory committee, plans and implements cultural activities for Native American students.

·         Provides academic support services such as tutoring, literacy support, peer mentorship, and homework assistance, in collaboration with the student’s primary educators.

·         With parents of Native American students, develops a plan that charts student progress toward graduation and post-secondary training.

·         Plans and coordinates student trips and experiences that will expand both their academic and cultural knowledge.

Priority 3: Community Engagement

·         Plans and hosts community celebrations and events that honor student achievements.

·         With parent advisory committee, organizes events and activities that are specific to Native culture, such as powwows, drum and dance events, and showcases that highlight student artistry or skills like regalia making, beadwork, Birchbark biting, and language mastery.

·         Fosters positive elder-youth relationships by connecting students with American Indian community members and organizations.

Priority 4: Curricular Support

·         With building principals, develops and implements cultural experiences for non-Native American students and staff which enhances cultural awareness and sensitivity.

·         Aids classroom teachers in identifying and implementing Minnesota State Standards that are inclusive of the American Indian experience.

 

Other tasks as may be assigned by the director of curriculum and instruction that are related to the job.

 

 

Special Education Assistant Manager

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Date Posted:  October 14, 2020

Position Title:   Assistant Manager

Assignment:  Bellaire Education Center, Assessment Center and Pankalo Education Center

FTE:  1.0 (0.45 Bellaire Education Center, 0.05 Assessment Center and 0.5 Pankalo Education Center)

Expected Starting Date:  ASAP

Salary Range:  $100,523 – $126,846

Job Summary:

Incumbents are responsible for assisting Principals/Program Managers in the overall administration of the school or department; assisting in supervising all instructional and support staff members; and developing, implementing and managing assigned school programs.
Typical Class Responsibilities:

  • Conducts performance evaluations of teachers, support providers, and other staff as assigned; conducts pre and post-conference meetings; conducts observations; writes evaluations; and helps staff with ongoing support and advice.
  • Provides recommendations to Principals/Managers in developing, planning, and administering District programs and curriculum; and works closely with teachers and staff to identify academic and classroom needs to consider in the development of programs, curriculum, and support services.
  • Provides recommendations to Principals/Managers in regards to planning and administering comprehensive student behavioral and discipline programs, ensuring consistency in the interpretation and application of policies and procedures, working closely with students, teachers, staff, and parents.
  • Provides academic and social support to students in areas that may include: participating and providing input during Individualized Education Plan meetings; providing oversight for Due Process; assisting students and overseeing staff in crises; and helping to identify supportive steps and responses for students with social and emotional challenges.
  • Participates in a variety of meetings, which may include: District meetings, parent or guardian conferences, special education briefings, staff and/or committee meetings, staff development sessions, and/or other related meetings.
  • Performs related functions, which may include: ensuring staff coverage across programs; assisting in the planning of staff development activities; preparing agendas, correspondence, and reports; responding to inquiries; developing and implementing school schedules; and performing related duties.
    Performs other duties of a similar nature or level.

Training and Experience Requirements:

Master’s degree in Educational Administration

Licensure Requirements:

Licensed or the ability to obtain a license as a Director of Special Education issued from the Minnesota Professional Educator Licensing and Standards Board.

Preferred Qualifications:

Experience in the following areas: leading and developing staff in equity work, restorative practices, and trauma informed practices; MTSS framework pertaining to academic and behavioral supports; and building and maintaining a healthy and positive school culture amongst staff and students.

Knowledge Requirements:

  • Lead and/or supervisory principles and practices;
  • Education administration principles and practices;
  • Performance evaluation principles and practices;
  • Curriculum development;
  • Classroom management principles and practices;
  • Student assessment methods;
  • Proactive behavior management;
  • Applicable local, state, and federal laws, rules, and regulations;
  • Recordkeeping principles;
  • Computers and related software applications;

Skill Requirements:

  • Leading and/or supervising staff;
  • Conducting performance evaluations and assessments;
  • Developing, implementing, and evaluating lessons/curriculum;
  • Assessing student achievement and learning;
  • Conducting behavioral assessments and preparing recommendations;
  • Managing programs and services;
  • Providing customer service;
  • Applying local, state, and federal laws, rules, and regulations;
  • Preparing and maintaining records and reports;
  • Applicable local, state, and federal laws, rules, and regulations;
  • Operating a computer and applicable software applications;
  • Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.

    *The above is a summary of the responsibilities and requirements of this position. For complete details, please reference the official job description.

Special Education Profile:

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District’s mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.

Our highly structured, safe learning environments share these characteristics: Classrooms of 4-10 students supported by 1-4 trained education assistants.
Behavior management support, on-site mental health professionals, due process and curriculum support staff.
In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.

Commitment to Equity:

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive.  To learn more, click here.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

Deputy Senior Academics Officer

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SUMMARY

Under executive supervision, responsible for supporting the Senior Academic Officer to increase and support the roles of Associate Superintendents, Principals, teaching staff, division staff and overall school improvement that is aligned to the core values and academic goals of the District’s strategic plan.

ESSENTIAL FUNCTIONS — Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Delivers higher academic achievement for all students, contributing toward attaining district achievement targets agreed to with Board of Education as outlined in the strategic plan.
  • Supports a shared vision set by Senior Academics Officer with clear goals, high performance standards and research-based strategies to support Associate Superintendents and school leaders and hold accountable school leaders as powerful agents of change.
  • Supports change management processes, which focuses on transforming schools and portfolio networks resulting in a dramatic increase in student achievement.
  • Provides input and guidance for operational functions that support school leadership in accordance with all laws, policies, regulations and accounting standards.
  • Participates in the selection and support of new principals that are committed to a standard of excellence and can bring results.
  • Provides leadership, management and direction to division staff, as assigned; manages assigned staff, and assigns tasks, programmatic responsibilities, and projects; evaluates performance, resolves workload and technical issues, and assures that goals are defined and achieved.
  • Administers assigned budgets including the responsibility for budget development and long-range financial planning.
  • Recommends changes and additions in the instructional program based on research and established goals.
  • Keeps informed of and interprets all laws, regulations and statutes relating to education.
  • Oversees the coordination of academic professional development efforts across the District.
  • Exercises independent judgment within parameters established by the Senior Academics Officer and policy guidelines; analyzes issues and recommends solutions; assures compliance with state and Federal rules and regulations, and MPS policies and procedures.
  • Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment.
  • Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
  • Maintains absolute confidentiality of work-related issues, records and MPS information.
  • Assumes responsibility for, supporting, and completing other duties/tasks or special projects as assigned.

MINIMUM QUALIFICATIONS
Education, Training and Experience Guidelines
Master’s Degree in Education or a closely related field; AND five (5) years of managerial experience in progressively responsible academic administration; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

  • Assessment, curriculum, instructional strategies, professional development, instructional leadership, educational best practices in literacy, math, English as a Second Language and Special Education, and instructional technology to support teachers and school leaders in order to improve student achievement.
  • Educational reform models and school turnaround strategies, and demonstrated success in leading school improvement initiatives that resulted in improved student achievement results and the closing of the achievement gaps between racial, ethnic, and economic groups.
  • Federal and state fund accounting regulations, procedures, and accountability standards.
  • Related State and Federal laws.
  • Principles and practices of public sector administrative management, including strategic planning, budgeting, purchasing, contract management, customer service and employee supervision.
  • Techniques and practices for efficient and cost effective management of resources.

Skill in:

  • Reading, interpreting, understanding and applying academic standards and procedures, applicable Federal and state rules and regulations, and MPS policies and procedures.
  • Analyzing MPS needs, and prioritizing and promoting academic strategies to meet future needs.
  • Manage multiple responsibilities and organizational units and demonstrated success in building a high-performing team.
  • Using initiative and independent judgment within established procedural guidelines.
  • Designing, organizing and leading a systemic change process in a large, complex, diverse organization.
  • Evaluating workflow and effectively prioritizing multiple tasks, projects and demands.
  • Preparing, reviewing and presenting management reports.
  • Answering questions, advising staff, and resolving problems on academic and resource issues.
  • Assessing and prioritizing multiple tasks, projects and demands.
  • Establishing and maintaining effective working relationships with co-workers and clients.
  • Operating a personal computer using standard and specialized software.
  • Communicating effectively verbally and in writing.

LICENSE AND CERTIFICATION REQUIREMENTS

Must possess valid Principal License.

Must possess a valid Minnesota State Driver’s License.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

 

Assistant Dance Team Coach

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Coach, Assistant for Dance Team
Chaska High School
For specific information contact Jon Summer at [email protected]

Position Dates:  11/09/2020 – 02/13/2021
Salary:  Based on CEA Master Agreement
Job Summary:  Assist in the overall operation, provide leadership and supervision with Chaska Hawks Dance Team.
Duties/Qualifications:Strong high kick skills and technique are required
Jazz technique and choreography skills are important
Must be able to command the respect of a group and be an excellent role model and leader for the athletes
Time management skills; need to plan practice agendas in order to balance practice time between strengthening, flexibility, technique training and drilling dances
Excellent communication skills are required

Background check will be conducted.

If recommended for employment, applicant will provide proof of legal right to work in the United States if required.

Application Procedure:  Please apply online at:  http://www.district112.org  (only online applications will be accepted).

Teacher- Library Media Specialist (.80)- 1 YEAR ONLY

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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.

Preschool Teacher

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Job Summary
Provide a comprehensive and developmentally appropriate preschool experience for children. Guide children’s behavior in a consistent and positive manner.

Job Functions

Plan, implement, evaluate and coordinate curriculum and behavioral support with other staff.
Observe/monitor/assess/record each child’s development/behavior for reporting and progress monitoring.
Develop and maintain rapport with each child and provide positive behavior guidance to all children, plus provide for the health and safety of each child.
Provide a developmentally appropriate classroom – organized, safe and inclusive of learning centers.
Maintain and order supplies, equipment and materials as appropriate.
Plan and coordinate special events/celebrations of learning.
Develop and maintain communication with parents through daily greeting, parent info, conferences, progress reports, open houses, volunteering and events.
Provide support, direction, supervision and assistance to the assistant(s).
Respond appropriately to emergency or crisis situations.
Maintain appropriate records with the support of the assistant(s).
Maintain communication with all staff and participate as a team member.
Perform other general duties as assigned by your supervisor to accomplish the objectives of the Early Learning Program.
Participate in staff development training programs as assigned.
Attend staff, community education and district meetings as directed or necessary.
Other duties as assigned.