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Minnesota Association of School Administrators

Metro

Risk Management Coordinator

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Posting dates:  5/29/20 thru 6/8/20 or until filled

Hours:  Full time, 12 months

Job Summary:
Under administrative direction, plans, organizes, directs and coordinates a comprehensive health and safety, risk and emergency management program to ensure that the staff, students, public, and District’s assets are adequately and appropriately protected.
The Coordinator of Risk Management oversees, manages, administers and coordinates the health and safety, workers’ compensation, risk and loss prevention, and emergency management programs for the District. The position performs safety inspections of work areas, environmental, construction sites, and facilities, and investigates or assists with injury and accident investigations. The Coordinator of Risk Management ensures that assigned health and safety trainings and programs are operating within the appropriate budgetary guidelines and remain in compliance with District, local, state and/or federal environmental and occupational health, safety and emergency management laws and regulations.

Essential job functions include the following:

Oversees, develops and administers comprehensive health and safety, risk management programs, services, operations and activities of the District.
Coordinates and administers the District’s insurance programs, including but not limited to, the following: Worker’s compensation, property, liability, and all other coverage as needed.
Coordinates, monitors and evaluates the District environmental and occupational health and safety and emergency management programs to ensure compliance with MN OSHA, ADA and related regulations.
In conjunction with the Human Resources Department, process worker’s compensation claims, administers and coordinates the interactive process; assists in reasonable accommodations of injured workers; oversees ergonomic requests and studies; facilitates return to work for employees.
Manages the District’s property liability claims administration.
Oversees District safety training program and mandated training programs in compliance with local, state and federal laws.
Performs, assists, and coordinates investigations of all employee/student injuries, accidents, and incidents in coordination with OSHA and other regulatory agencies as required.
Conducts and coordinates inspections of District facilities and constructions sites; enforces adherence to regulations governing the health and safety of individuals and protection of the environment.
Ensures that hazardous waste and surplus chemicals are disposed of in compliance with local and state regulations; prepares waste regulation reports.
Develops and maintains, with law enforcement, the District Emergency Preparedness program; serves as chair of the Districtwide Safety Committee and delivers or coordinates training on emergency preparedness.
Performs insurance needs assessments, recommends coverage levels and negotiates terms of coverage and purchase of insurance plans.
Ensures compliance with and advises on current health care regulations which are subject to fines.
Participates in the formulation, interpretation and application of District policies and procedures as they pertain to risk management, liability claims, workers compensation claims, occupational health and safety regulations, workplace accommodations, and other related issues.
Prepares, administers and monitors annual budgets for health and safety, risk management and emergency preparedness programs; authorizes expenditures according to District policies and regulations.
Serves as liaison with other governmental and regulatory agencies.
Performs other related duties as assigned.

Junior High Principal

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Hopkins North Junior High 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 have begun to develop 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!

Core Values 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 a PreK-12 population of just under 7,000 students serving the city of Hopkins, most of Minnetonka, about half of Golden Valley, and portions of Edina, Eden Prairie, St. Louis Park, and Plymouth. We also serve students who open-enroll from Minneapolis and beyond. Our students are 47% non-white, and represent 82 languages from around the world. The District’s buildings include an early learning center, six elementary schools, a K-12 Chinese Immersion program, a secondary Spanish Immersion program, two junior highs, one high school, five community centers, an auditorium, and two community dining 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.

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

Position Description

Essential Functions & Responsibilities

A.  Create and Sustain Equity and Excellence within our Community of Learners

Anticipate the needs of students, staff, and parents and guide the educational experience to ensure an engaging, relevant, and dynamic learning environment so that all learners can meet or exceed personal learning objectives
Engage our community of learners in continuous improvement processes
Implement policies & procedures that align with District, State, and Federal requirements
Establish procedures for monitoring and regulating processes, tasks or activities of subordinates, and job activities to accomplish strategic objectives
Work systemically to handle ongoing demands and delegate to others as is appropriate
Lead and facilitate change management processes
Develop and nurture effective parent and community engagement
Provide leadership in all aspects of resource management: Personnel, Financial, Time

B.  Lead Change Management

Demonstrate Entrepreneurial Systems-Thinking
Encourage and facilitate improvement through change as an integral part of the Site Strategic Planning process
Provide leadership and facilitation to negotiate change
Identify ways to elicit support for change and establish stability during change processes to expand organizational capacity
Demonstrate a willingness to be open and to trust people
Maintain integrity, confidentiality, and sensitivity to others’ needs for information
Demonstrate genuine interest in people by being available, accommodating, and maintaining connections with and a frequent presence in all sectors of the school’s communities
Seek information from the school’s communities about the performance of the school and demonstrate responsiveness to the concerns and needs expressed
Build networks and meaningful contacts with a wide range of people within our broader learning community

C.  Lead Strategic Site Plan and Professional Development Initiatives

Align administrative, staff and site goals with District Strategic Plan
Use appropriate interpersonal strategies in guiding subordinates, peers, superiors, or groups toward task accomplishment
Demonstrate a willingness to grow and change to achieve desired results
Engage and participate in professional development, lifelong learning, and annual goal setting processes
Establish a course of action for self or others to accomplish specific goals and achieve results

D. Engage and Develop the School Community

Engage others in fulfilling the District’s mission and exhibit a high degree of teamwork and cohesion in so doing
Demonstrate creative, innovative and realistic approaches to problem-solving
Demonstrate sensitivity toward others and the ability to be responsive to & aware of external conditions as well as the feelings, emotions, and needs of others
Communicate educational objectives in a diplomatic manner
Clearly articulate what the school stands for and what it does not
Describe the benefits and the reasons for specific actions
Intervene if and when appropriate
Present the school positively and show pride in the school

E.   Provide Effective Instructional Leadership Analysis & Judgment.
1. Information Collection & Data Management, Measurement & Evaluation, Problem
Oversee a Data Management Process that engages staff members in the annual Data Retreat
Support and lead data-driven decision making processes
Facilitate gathering data to make informed decisions
Seek corroborative and background information to establish contextual framework from which information & decisions can be disseminated in an appropriate form to all who need it
Guide processes to integrate data and utilize the resulting information to benefit students
Develop alternative courses of action and make decisions based on logical assumptions that reflect factual information
Use and be familiar with present and energizing technology tools for assessment and instruction

2. Culturally Responsive and Relevant Learning Environment
Demonstrate awareness of current educational and social issue within current political environment as well as demonstrate understanding and knowledge of equity principles, issues relating to the needs of a pluralistic society, and the thorough knowledge of the culture of the school and the local school community
Serve as the Instructional Leader responsible for overseeing and facilitating the educational program
Maintain current knowledge about the attributes of quality instruction as identified through relevant research and best practice developments
Supervise & evaluate the effectiveness of the instructional practices of teachers, validates effective teaching practices and helps teachers expand their repertoire of effective teaching strategies
Establish high expectations for curriculum, instruction & assessment practices through the effective supervision and evaluation of instruction

3.     Student Guidance, Development, Discipline & Success for all Learners
Ensure a safe, orderly, and disciplined school environment free from institutionalized racism and discrimination that impedes academic excellence and success for all learners
Provide leadership to foster the understanding and cooperation of teachers, students, staff members & parents in abiding by the established rules of conduct
Establish a climate where those rules are administered uniformly, fairly and in alignment with applicable special education laws
Demonstrate interest in and encourage students’ progress and achievements and publicly acknowledge achievements of individuals and groups
Evaluate student achievement information to analyze barriers to student learning leading to action and resolution

4.     Professional Learning Community, Staff Supervision & Professional Development
Provide leadership to increase the capacity of teachers and school staff organization to develop culturally relevant competencies in Curriculum, Instruction and Assessment
Identify staff development needs, setting goals and objectives, developing strategies for change, implementing desired changes, and evaluating program effectiveness
Demonstrate knowledge of curriculum requirements and learning objectives
Evaluate the planning and implementation of curriculum programs
Facilitate and support in-service education and systemic professional growth opportunities for all
Motivate and lead staff in an ongoing and continual process of staff development and curriculum improvement
Ensure all non-tenured teachers are engaged in regular observation and development activities aligned with professional teaching rubric
Provide leadership and supervision in the implementation of the Hopkins Teacher Development and Evaluation Model
Develop a positive school climate by demonstrating skill and pleasure in dealing with young people
Seek feedback, invite dialogue, consult with others as needed to engage in continuous leadership development and improvement

F.      Resource Allocation

Maintain current knowledge of appropriate financial systems and manage them accordingly
Prioritize financial allocations according to needs and collaborate with site teams to develop budgets that reflect agreed goals and meets strategic learning objectives
Participate in the budgeting process as needed to assist the District in preparing its annual budget for Board approval
Work within the constraints of budgets and other resources to implement the District’s Mission as well as to ensure quality learning experiences, equity and excellence and success for all students
Implement and monitor budget allocations, assess results and recommend changes
Work with Buildings & Grounds Supervisor to manage the buildings, grounds, other facilities assets of the school, including the co-supervision of building custodians

MINIMUM QUALIFICATIONS:

Minnesota Secondary School Principal’s License
Advanced degrees are preferred
Previous experience in administration, internship or other leadership roles is preferred
Previous experience with International Baccalaureate programming, leadership and development is preferred
A minimum of three years of administrative experience is preferred

Elementary Principal

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Meadowbrook Elementary 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!

 

 

 

Core Values 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.

Meadowbrook Elementary School Profile

Meadowbrook has a rich tradition as a child-centered campus with dedicated parent involvement. Our school community includes very committed staff members who are student-focused and place high value on meeting students where they are and instilling in each learner the skills necessary to achieve continued academic and personal success.

 

 

Position Description

Leadership for Equity and Excellence

The Hopkins School District is looking for a 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 an Elementary School Principal who:

Passionately leads and embraces the mission of high levels of achievement for all students.
Demonstrates courageous leadership, adaptability, and creativity to navigate the complexities of emerging and evolving distance and digital learning; possesses the technology skills to lead hybrid and personalized learning models.
Demonstrates capacity as a systems thinker.
Acts as the key instructional leader for the campus.
Provides and models outstanding communication with all stakeholders.
Shows initiative and objectivity; thinks outside the box and is innovative.
Demonstrates the ability to think ahead, conceptualize ideas, assess situations to determine what needs to be done, and mobilize staff to accomplish desired outcomes.
Defines priorities, plans systematically and effectively; and utilizes time and organizational management skills to achieve objectives.
Develops a shared vision for the school campus by effectively engaging staff, students, and parents in its creation, and by identifying factors critical to student achievement.
Interacts with staff and students during the academic day to build a strong sense of community and belonging.
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.
Provides focus on strategic priorities by setting expectations for others while modeling the same professional behavior expected of others.
Effectively engages and involves constituencies in the District and Site Strategic Planning processes.
Develops strong and effective collaborations with other principals and district administrators to achieve Vision 2031.
Creates and sustains culturally responsive, high achieving learning environments, and leads staff to identify and systematically apply differentiated instruction and assessment that improves achievement.
Defines and leads implementation of personalized learning systems that engage the learner, staff, families, and community as essential partners in supporting meaningful achievement and personal growth.
Engages families and communities as essential partners in the learning and  achievement process.
Demonstrates bold visioning capability, and collaboratively implements all elements of Vision 2031.
Serves the building as a fierce advocate for the needs of Meadowbrook staff, learners, and families.
For more information, please contact:

Dr. Nik Lightfoot, Assistant Superintendent

952 988 4028 | [email protected]

Visual Arts Teacher

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Description:
This is a part-time (0.8 FTE) position as a visual arts teacher working at Inver Grove Heights Middle School.

Responsibilities:Curriculum and Instruction:

  • Demonstrate solid content knowledge and pedagogical practices that reflect current research and best practices.
  • Teach district approved curriculum without proselytizing to students about his/her own cultural, political, religious, or philosophical beliefs.
  • Create instructional goals that are connected to standards, are measurable, establish high expectations, and are relevant to students’ lives
  • Deliver differentiated instruction that supports student differences, learning needs, and exceptionalities.
  • Implement learning activities that are highly relevant, student active, and maintain organization while allowing for student choice.
  • Provide student assessments that are congruent with learning goals and are used to help students’ progress toward mastery of standards.
  • Create and maintain a classroom environment that promotes caring and respect, is conducive to effective learning and meets the individual needs, interests, and abilities of students.
  • Establish clear standards and classroom procedures for student behavior that address individual needs in a respectful and preventative manner.
  • Address the needs of 21st century learners through the integration of technology into classroom instruction and student learning activities.
  • Monitor and assess student progress through both formative and summative assessments and adjust student instruction accordingly.
  • Provide feedback to students and parents that is accurate, constructive, substantive, specific, timely, and provided in a manner that promotes students’ learning.
  • Display accurate knowledge of the diverse cultures of students and consistently demonstrate understanding of cultural influences on student’s behavior and success.
  • Demonstrate awareness of the impact of culture and race on the achievement gaps and regularly uses formative and summative data to make instructional decisions including the use of differentiated instructional strategies that are culturally responsive and meet students’ learning needs
  • Adapts curriculum to reflect multicultural content and perspectives

Professional Responsibilities:

  • Establish and maintain effective and professional relationships with students, peers, and parents.
  • Demonstrate effective written and oral communication with parents/guardians that displays cultural sensitivity.
  • Display positive leadership and make substantial contributions at both the building and district level on projects, initiatives, and curriculum improvement.
  • Seek out professional development opportunities and apply knowledge of current research and theory to instructional program.
  • Collaborate with others to improve professional practice and student achievement.
  • Care for district resources, equipment, and materials assigned to him/her and report concerns regarding facility and equipment to designated supervisor.
  • Be knowledgeable of and adhere to all procedures and practices prescribed in the Teacher, Student, and/or Parent Handbooks.
  • Understand and practice School Board policies and adhere to federal and state laws that apply to his/her job assignment.
  • Provide direction and supervision for all school activities to which he/she is assigned.
  • Perform all other duties and responsibilities as assigned by their supervisor or district administrator.

Inver Grove Heights Community Schools is an equal opportunity employer and supports an inclusive workplace environment.

Early Childhood Preschool Teacher

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The Richfield Public School District is currently accepting applications for a part time .5 fte Early Childhood Preschool Teacher working with 3 & 4 year old students at Central Education Center beginning the 2020-2021 school year.   This position will provide a high quality safe and engaging classroom environment by planning, managing and implementing research-based curricula to ensure developmentally appropriate instruction that aligns with early childhood domains for individual student success.  See posting for full job description.

We are located in the heart of the Twin Cities Metropolitan area and serve a diverse student population in Richfield and the surrounding communities. The Richfield Public Schools inspires and empowers each individual to learn, grow & excel.