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Minnesota Association of School Administrators

Metro

Assistant Director – Athletics

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Job Summary:

Assistant Activities Director  will be responsible for the effective administration of the school’s activity programming.  They will take direction from the school Activities Director. In addition to that administration of the activities programs this position is also responsible for on-site supervision of after school community education and school events. Duties will consist of helping with facility scheduling and reservations, working with custodians for set-ups, confirming facilities with teams/community groups, and monitoring and supervising community events.

Specific Duties Include:

Schedule and oversee facility usage at High school after the regular school day.

Includes:  Site Managements for Co-curricular practices/contests, officials, activity club meetings, community usage, and facility after school usage. Provide coordination and arranging of high school officials, event workers, and concession workers.

Assisting in the scheduling of high school co-curricular games/practices.

Ensure effective communication with Activities Director, coaches, officials, custodians district staff, and program participants regarding event schedules, transportation, and room assignments. Provide monthly facility usage reports.

Manage and supervise Community Education and other activities at the high school, including the after school ski/snowboard program and summer athletic camps and clinics. After school supervision.

Supervise and/or provide facility set-up, take down and cleanup for events as directed. Serve as site contact for groups during events, Use check list to assure appropriate facility use.   Note facility maintenance needs including such responsibilities as cleaning of concession area, bleachers, and other facility necessities. Ensure effective transition from the school day to after school activities and events

Other Duties:

Use software and other online tools as related to job function. Attend co-curricular activity meetings related to job responsibilities as assigned. Perform other duties and responsibilities as assigned or initiated.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

●      BA/BS degree or equivalent preferred plus minimum of two years of previous experience working with co-curricular programs, youth and youth educational programs.

●      Ability to work effectively with all students

●      Knowledge of principles and practices of administration, supervision, and training.

●      Excellent oral and written communication skills.

●      Knowledge of Emergency Evacuation procedures and general safety protocol.

●      Ability to establish and maintain cooperative and effective working relationships with staff, students and community members.

●      Ability to understand, interpret, apply, and explain rules, regulations, policies, and procedures.

●      Excellent troubleshooting and problem solving skills

●      Proficiency in office productivity software including Microsoft Office, Excel and/or Google Docs.

●      Ability to utilize current and emerging technology to deliver efficient service to District staff, students and members of the community.

●      Willingness to learn new things and an openness to new ideas and different perspectives

Heatlh Paraprofessional

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·       Administers limited First Aid and emergency care for ill or injured students and staff.  Follows the Districts emergency care plan

·       Assists Building RN’s with illness screening and symptom tracking

·       Enters student health records data as needed including immunizations, health concerns, emergency contact information, etc.

·       Help administer medications as needed under the direction and advisement of the Licensed School Nurse or proper procedures and/or protocols

·       Conducts routine health screenings and assist students with daily health needs

·       Collects data and submits state health reports as needed

·       Complies information with student accidents and assists with completing reports

·       Assists the health office with student attendance records and ensures data is entered correctly in the system for tracking purposes

High School Assistant Principal

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Hopkins High School Assistant 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.

 

 

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 High School 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.

Teacher- Grade 3

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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.

Teacher- Grade 5

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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.