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Minnesota Association of School Administrators

Metro

Behavior Specialist Teacher – #4354

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Position Overview:

1.0 FTE Special Education teaching position to work with students with disabilities at Spring Lake Park High School, grades 9-12, specifically helping students, families, and staff create and implement Behavior Intervention Plans (BIPS) and teach social, emotional, and behavioral skills.
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.

Primary Responsibilities:

Duties of this job include, but are not limited to…conducting informal and formal Functional Behavioral Assessments (FBAs) and analyses, as well as collecting and analyzing student data;
establishing and monitoring targeted behavior plans, based on results of Functional Behavioral Assessments (FBAs);
modeling and coaching other school staff on the implementation of targeted behavior plans;
leading a team of paraprofessionals in implementing targeted behavior plans;
communicating with parents to provide regular updates on student successes and challenges;
collaborating with principals, special education coordinator and staff, and professional learning communities, to ensure student needs are being met;
design and implement professional learning on core classroom management expectations and targeted behavior strategies;
maintain student records of services provided, following Due Process best practices and compliance;
participate in IEP and evaluation summary meetings; and
perform other related duties, as assigned.

Behavior Specialist Teacher – #4353

by

Position Overview:

1.0 FTE Special Education teaching position to work with students with disabilities at Spring Lake Park High School, grades 9-12, specifically helping students, families, and staff create and implement Behavior Intervention Plans (BIPS) and teach social, emotional, and behavioral skills.
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.

Primary Responsibilities:

Duties of this job include, but are not limited to…conducting informal and formal Functional Behavioral Assessments (FBAs) and analyses, as well as collecting and analyzing student data;
establishing and monitoring targeted behavior plans, based on results of Functional Behavioral Assessments (FBAs);
modeling and coaching other school staff on the implementation of targeted behavior plans;
leading a team of paraprofessionals in implementing targeted behavior plans;
communicating with parents to provide regular updates on student successes and challenges;
collaborating with principals, special education coordinator and staff, and professional learning communities, to ensure student needs are being met;
design and implement professional learning on core classroom management expectations and targeted behavior strategies;
maintain student records of services provided, following Due Process best practices and compliance;
participate in IEP and evaluation summary meetings; and
perform other related duties, as assigned.

Special Education Due Process Case Manager – #4357

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Position Overview:

A 1.0 FTE Special Education Due Progress Case Manager position to work with students with disabilities at Spring Lake Park High School in grades 9-12. The position includes case managing students, the writing of IEP’s, coordinating meetings, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments at multiple schools in the District, and managing all aspects of Due Process procedures and mandates.

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.

Primary Responsibilities:

Duties of this job include, but are not limited to…develop and provide direct academic, social, emotional, and behavior instruction;
conduct formative assessment, and monitor progress, to guide instructional planning;
consult and partner with general and special education staff;
maintain student records of services provided, following Due Process best practices and compliance;
participate in IEP and evaluation summary meetings; and
perform other related duties as assigned.

Autism Spectrum Disorder Teacher – #4361

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Position Overview:

1.0 FTE Special Education teaching  to work with students with Autism Spectrum Disorders (ASD) at Centerview Elementary with students in grades K-4

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.

Primary Responsibilities:

Duties of this job include, but are not limited to…

creating and delivering ability and age appropriate lessons in a setting 1 & 2 classroom;
leading a team of paraprofessionals in meeting students’ needs;
communicating with parents to provide regular updates on student successes and challenges;
collaborating with principals, special education coordinator and staff, and professional learning communities, to ensure student needs are being met;
maintaining student records of services provided, following Due Process best practices and compliance;
acting as a Case Manager for students in your classroom and participate in IEP and evaluation summary meetings; and
perform other related duties, as assigned.

Nutrition Services, PT – #4369

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Position Overview;
The successful candidate will be an individual who is committed to our district’s values by……
Providing exceptional customer service to our students, staff and guests who dine in our cafeterias
Following food safety and sanitation regulations to ensure the safety for our guests
Working well with others on a team
Having a positive attitude
Being a dependable team member
Being an ongoing learner

Position Description;
TITLE: Part Time Nutrition Services Worker
LOCATION:  WESTWOOD  (Job ID #4369)
HOURS: 3.75 hours;  8:15-1:45 with 15 minute break; Days based on the school year calendar
PAY RATE: $14.50 /hourly. Food Manager’s License (current) additional $1.00
DUTY DAYS: 176 Days
START DATE: ASAP

ROLES AND RESPONSIBILITIES:
Will perform duties as assigned by the kitchen manager including but not limited to; food prep, serve, cashier and operate a dish machine
Must maintain a friendly and professional attitude when interacting with all students, staff and co-workers
Must attend job-related training classes and workshops in order to meet the professional standards guidelines of 4 hours/year
Will follow Department Standard Operation Procedures (SOP) and Hazard Analysis Critical Control Point (HACCP)
Must maintain high standards and working knowledge of food safety and sanitation pursuant to the Minnesota Food Code.

 

Teacher- Speech & Language Pathologist

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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.