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Minnesota Association of School Administrators

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Early Childhood Special Education Teacher – #4703, Spring Lake Park Schools

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About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is known for creating a culture of innovation, creativity and design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom and flexibility to try something different.

Position Overview:

A 0.8-1.0 FTE Early Childhood Special Education Teaching position servicing students and their families ages Birth-5, primary as a case manager providing specialized instructions to the students on IEPs in the inclusive classroom throughout Spring Lake Park Community based preschool programs. In addition, case managing due process evaluations for new students referred to ECSE through a variety of screening sources.

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.

General Responsibilities:

Duties include, but are not limited to…

  • working with the Early Intervention team providing services for students and their families ages 3-5, using an itinerant service model in embedding specialized instruction to classroom routine.
  • consulting with teachers and parents regarding motor activities, social-emotional development, self-help skills, cognitive skills, and sensory processing;
  • maintaining close communication with parents and the early intervention team concerning student performance;
  • maintaining accurate records, within Due Process compliance procedures, of students evaluated and served; including assessment results, progress and reports.
  • making modifications and adaptations in preschool environments for students in IEPs have access to the general education curriculum
  • participating in designated team meetings, Individual Education Plan meetings, and periodic reviews involved with assessment, programming, and evaluation decisions.
  • scheduling early intervention, evaluation and service appointments; and
    screening and evaluating students who have been referred to early intervention using standardized and criterion referenced tools.
  • supervising and collaborating with paraprofessionals, so systems of modifying and adapting environments can be implemented for students on IEPs.

Teacher- Long Term Substitute- Grade 1

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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.

Math Teacher – Grade 8 (Long-Term Substitute)

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Math Teacher – Grade 8 (Long-Term Substitute)

Approximate effective dates:  Early December, 2020, through the remainder of the school year

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

2021 Grade 2 Chinese Immersion Long Term Sub Teacher, 1.0 FTE, 1/12/21-3/26/21

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Job Duties and Responsibilities:
1.    Demonstrate native or near native fluency in Mandarin Chinese.  (“Superior” rating under the ACTFL Proficiency Guildelines).
2.    Demonstrate English Language proficiency to allow communication with parents.
3.    Demonstrate successful experience in Total Physical Response (TPR) methdology for teaching in an immersion program.
4.    Develop lesson plans and instructional materials and provide individualized and small group instruction to adapt the District approved curriculum to the needs of each pupil.
5.    Translate lesson plans into developmentally appropriate learning experiences.
6.    Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere.
7.    Evaluate pupils’ academic and social growth, keep appropriate records in a timely fashion prepare progress reports.
8.    Identify pupil needs and make appropriate referrals and develop strategies for individual education plans.
9.   Communicate regularly with parents outside normal classroom day by means of Schoology, newsletters, phone calls, e-mails, conferences, etc.
10.  Work in a supportive and collaborative manner with colleagues and supervisors.
11.  Maintain and improve professional skills by participating in building and department meetings, PLC’s, formal coursework, workshops, and seminars in an effort to stay current with best teaching practices.
12.  Integration of technology into instruction.
13.  Perform other duties of a similar nature or level.

Assistant Director of Human Resources

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Posting dates:  11/13/20 thru 11/27/20 or until filled

Hours:  Monday thru Friday, Full time, 12 Months

Job Summary:
Under the direction of the Executive Director of Human Resources, the Assistant Director of Human Resources assumes responsibility for various personnel functions and/or employee groups in the areas of recruitment, selection, compensation, performance management administration, compliance reporting, staff development, employee relations, labor relations, or other human resource programs initiatives as delegated by the Executive Director of Human Resources.

Essential Functions of the Job Include the Following:
– Plans and administers human resource functions, programs and activities as delegated by the Executive Director.  Formulates, administers and implements programs and human resource functions in the areas of recruitment, selection, orientation, performance management program, employee retention, employee relations, and training/staff development.

– Plans, develops and recommends personnel policies, procedures and strategic mission-aligned objectives for assigned areas of responsibility for approval by the Executive Director.

– Oversees and assists in the preparation of compliance reporting or other human resource reports in matters pertaining to human resource practices, activities, comparable worth/pay equity and laws.

– Consults and collaborates with district administrators and staff concerning human resource issues pertaining to staffing, employee relations, employee recognition, performance management program, labor relations, policies, procedures and sound human resource practice compliance.

– Provides advice and assistance related to the administration of federal and state regulations pertaining to the ADA, FMLA, FLSA, FFCRA, etc.

– Administers and/or oversees all benefit programs for the District.

– Assist and participate in collective bargaining negotiations and in the review and revisions of non-bargaining unit benefits and compensation.

– Collaborate in the investigation, interpretation and resolution of disputes and grievances over contractual issues and provide recommendations regarding policies and procedures to facilitate and promote employee relation goals and objectives of the district.

– Maintain accurate and current personnel data in HRIS and other databases. Update and maintain staffing reports for the school district.

– Supervises and coordinates the duties of human resources support staff.

Other Functions Include but are not Limited to the Following:
– Special projects and other duties as assigned or apparent.