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Minnesota Association of School Administrators

Metro

Bldg Assessment/Tech Supp Specialist

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Posting dates:  7/30/20 thru 8/05/20 or until filled

Hours:  Monday thru Friday 4.0 hours per day, 10 months

Job Summary:
– Respond to Ongoing technology needs for staff
– Build and maintain positive relationships with the building community, including staff and students
– Use a strong understanding of instructional technology to best meet the learning needs of all students
– Manage building printers, including troubleshooting and installing drivers
– SMART board configuration and troubleshooting
– Support set up for event programming such as A/V equipment
– Assist with generating messaging through the Blackboard system
– Work with district technology staff to coordinate building technology requests
– Manage building technology inventory
– Attend relevant district trainings and meetings
– Coordinate and manage laptop/iPad/Chromebook carts
– Provide staff training on technology
– Technology ordering as needed, approved by the principal
– Set up and run daily video announcements
– Coordinate student involvement in announcements
– Assisting teachers in maintaining teacher web pages
– Testing technology coordination

Other functions of the job include but are not limited to:
– Meeting staff needs in a timely and proactive manner
– Join all staff in welcoming and dismissing students each day
– Provide building-level technology support for staff and students.

Junior High Assistant Principal

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North Junior High Assistant 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 are developing 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!

 

 

 

CoreValues 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 an E-12 population of 7,000+ students serving the city of Hopkins, most of Minnetonka, half of Golden Valley, and portions of Edina, Eden Prairie, St. Louis Park, and Plymouth. We also serve students who open-enroll with us from other neighboring school districts. Our students are 47% non-white, and represent 71 languages from around the world. The District’s buildings include an early learning center, six elementary schools, a K-12 Chinese Immersion program, a Spanish Immersion program, two junior highs, one high school, five community centers, a community auditorium, and multiple community dining and food distribution 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.

 

Hopkins High School Graduate Profile

Hopkins School District will graduate students who are empathetic, confident, well-traveled, holistic and globally-minded critical thinkers.

North Junior High School (IB MYP) Mission

The mission of Hopkins North Junior High is to inspire every student to discover what’s possible by thinking critically and creatively, living compassionately, practicing global mindedness, in every class, every day. In our school community we will do this by taking risks, accepting challenges, learning across boundaries and caring about each other and the world.

 

 

Position Description

Leadership for Equity and Excellence

The Hopkins School District is looking for an assistant principal who is instructionally skilled, student- and people-focused, culturally competent and prepared to lead, support, and sustain Vision 2031. This leader will have the will and skill to engage and lead staff, student, and parent stakeholders toward eliminating academic predictability. This leader will have a strong sense of community and is charged with sustaining and evolving a vibrant community school. This leader will build strong relationships with staff, students, families, and the community.

We are looking for a Junior High Assistant Principal who:

Learning Leadership

Assists in the development and improvement of culturally relevant and engaging classroom instruction through designing professional development opportunities, formal and informal observation of staff, and regularly reviewing student data.
Continuously works to improve knowledge, skills, and disposition on vital educational issues and school-wide leadership, and makes her/his learning visible to staff, students, and parents.
Equity Leadership

Assists the principal in maintaining a systematic process to analyze student and program outcome data, adapting the school program to meet changing needs, and abandoning programs or initiatives that do not produce clear, sustainable high achievement for all learners.
Recognizes, responds to, and can redress inequities and support students and staff in fostering an unwavering belief in their capacity to succeed.
Culture Leadership

Demonstrates the ability to effectively establish a culture of physical, emotional, and academic safety in which the school community recognizes and values the authentic identities of its members.
Interacts with staff and students during the academic day to build a strong sense of community and belonging.
Creates and monitors a support team structure for proactively supporting students using student-centered, restorative approaches.
Empathy Leadership

Works cooperatively with colleagues, teachers, parents, support staff, and community members in the best interest of the students.
Empowers all stakeholders by creating an atmosphere of value and respect for students, staff, parents, colleagues, and community members.
Seeks, receives, and positively implements critical feedback from all stakeholders
Innovation Leadership

Demonstrates bold visioning capability, and collaboratively implements all elements of Vision 2031.
Collaborates with stakeholders to test/pilot ideas for reimaging school through a design process.
Operational Leadership

Assists with the supervision of certified and non-certified personnel including forecasting needs, recruiting, interviewing, recommending for hire, evaluating performance, coaching, and assigning work consistent with negotiated agreements, district policies, and building procedures.
In addition to supporting instruction, operations, and student life, the assistant principal supports the building principal in implementing the District’s mission, core values, and strategic plan.
Minimum Qualifications:

Possession of or eligibility for appropriate Minnesota Principal licensure.
Excellent communication, rapport and problem-solving skills with students and adults.
Prior successful experience working with individuals and groups from diverse cultural and socioeconomic backgrounds.
Knowledge of current research on best practices for academic achievement, culturally relevant instruction, and restorative practices.

Assistant Principal – Senior High School

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General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programming and managing the operational and personnel requirements.

Essential Duties and Responsibilities:

Indicators of Strategic Leadership Practice:

Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.

Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.

Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice:

Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.

Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.

Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Management Practice:

Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.

Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.

Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice:

Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.

Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.

Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resource Management Skills Practice:

Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.

Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.

Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Successful applicant essential soft skills:

One who values humanity in all its dimensions including racial, gender, ethnic, religious, sexual orientation/identity, cultural, lifestyle, and viewpoint is essential element of Osseo Excellence.

Committed to leading efforts that promote a learning environment that is welcoming and inclusive for each student both in and outside of the classroom.

Committed to multiculturalism both as a value in its own right and as an mechanism to promote an inclusive and responsive teaching and learning environment.

Ability to Empower students to think globally and act locally, Problem-solving and Intellectual curiosity

Qualifications for the position:

Must hold or be eligible for a license as a Secondary School Principal in Minnesota

Teacher- Library Media Specialist (.80)

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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.