MASA Jobsite Online

Minnesota Association of School Administrators

Metro

Chinese Teacher

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Chinese Teacher
Chaska High School

For specific information contact Kathy Fontes at [email protected]

Start Date:  August 2020
FTE/Hours:  .20 FTE / hours to de determined
Banded/Graded:  C-5-2
Responsible To:  Building Principal
Qualifications/Licensure:  Valid State of Minnesota Teaching License in Chinese

Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  see attachment

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA).

Interview process to begin 7/27/20

Background check will be conducted.

If you are changing positions or the number of hours you work, your benefits may change.  Please make sure to check the eligibility as listed in the above agreement.

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

Associate Principal, Middle School #4565

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The Spring Lake Park School District is a suburban Minneapolis system of approximately 6200 students comprising the communities of Blaine, Fridley, and Spring Lake Park. The District is seeking a high quality, innovative educational leader for the position of associate principal for student services programming to join a dynamic leadership team. We are committed to finding innovative leaders who value working in a collaborative culture with colleagues and staff to ensure the success of each child. The individual hired will demonstrate a commitment to cultural proficiency, innovation and personalizing the learning of each child.

The leadership team is responsible for our Westwood Complex comprised of grades 5 through Grade 8.  The position of associate principal will be responsible for leading in partnership with administration and staff throughout the school while developing and monitoring effective student services programming, leading professional learning, student management, and building operations.

APPLICATIONS PREFERRED BY:  July 30, 2020. Apply online at www.springlakeparkschools.org. With confidential inquiries, please contact Ryan Stromberg, Director of Human Resources & Organizational Development at [email protected].

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 gives us a competitive advantage 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.

Spring Lake Park Schools strongly encourages diverse candidates to apply.

School Psychologist- Long Term Substitute

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09/04/2020- 10/28/2020, 8 Hours/day

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.

Teacher- Long Term Substitute- Language Arts (Grade 6)

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DATES:  09/01/2020-11/20/2020

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- Physical Education/Adaptive Physical Education

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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.