Minnesota Association of School Administrators
Position is part-time, part of the teacher bargaining unit and based at O.H. Anderson Elementary. Salary and benefits part of Master Agreement.
* Experience in school setting and/or previous experience working with elementary level students
* Fluent in Spanish, both orally and written
* Proven leadership skills and the ability to build relationships with colleagues, community and students
* Excellent communication skills with students, parents and staff
AVID Coordinator/ Elective Teacher
Chaska High School
For specific information or questions contact Kathy Fontes at [email protected]
Start Date: August 25, 2020
Days/FTE: .20 FTE hours to be determined
Banded/Graded: C-5-2
Responsible To: Building Principal
Qualifications: Valid State of Minnesota Teaching License , Secondary, with emphasis in Math
Position Purpose: Support the AVID program as well as support and instruct students
Interview process to begin April 28, 2020 ; posted until filled
Compensation and Yearly Duration of Employment: Compensation will be determined by District 112 and the Chaska Education Association (CEA).
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.
Application Procedure:
Please apply online at: http://www.district112.org (only online applications will be accepted)
Position Start Date: August 25,2020
Days/Hours: 1.0 FTE Monday through Friday 7:30 am – 3:30 pm
Responsible To: Building Principal
Position Purpose: This position would work with 9-12 grade students that are in need of academic, social and emotional support. The position will include: facilitate support groups, study strategies, time management/organization, new student group, and implement interventions for struggling students. Position would coordinate academic interventions between teachers and students. Counselor must exhibit ability to manage and track multiple students’ academic progress and needs, act as a liaison between EL department, teachers, Deans, and School Counselors. This position will require attention to detail, knowledge of googledocs, and the ability to collaborate with multiple staff in the building.
Job Description: See attachment
Licensure Requirements: Valid State of Minnesota Teaching License – Secondary School Counselor
Compensation and Yearly Duration of Employment: Benefits of employment as negotiated between District 112 and the Chaska Education Association (CEA).
Interview Process to begin April 28, 2020; posting open until filled
Background check will be conducted.
If recommended for employment, applicant will provide proof of legal right to work in the United States if required.
If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check for eligibility of benefits as listed in the above agreement.
Application Procedure: Please apply online at: http://www.district112.org (only online applications will be accepted).
School Psychologist
Assignment & FTE: 1.0 FTE – Sites to be determined
Primary Job Functions:Coordinates school staff with child-find activities and Child Study Review Team (CSRT) Processes and Meetings, e.g., building pre-referral and referral process, early childhood screening, district assessments, and other agency referrals.Implements federal and state rules and laws according to district practice and procedure.
Implements and maintain record keeping system that results in district compliance with federal and state regulations.
Administers tests, observations and rating scales as per evaluation plan.
Interprets evaluation results, verbally and in writing.
Facilitates team meetings to discuss results, determine eligibility, and identify student needs.
Integrates team’s evaluation findings in a comprehensive evaluation report that meets legal and professional standards.
Develops IEP with team members.
Educates staff on understanding of disabilities and the ways they may impact education – per Minnesota criteria.
Lead staff in developing, implementing, and evaluating functional behavioral assessments, and behavior/academic interventions, etc. Consult with teachers regarding FBA Procedures, review, and as necessary conduct FBAs on students with high Behavior in your assigned building.
Participates in data collection activities necessary to develop, implement, and evaluate interventions and progress.
Serves as a liaison between Special Services Office and building sites – Communicates information from Special Services Office to buildings/programs and helps facilitate and lead Department Meetings at assigned site(s).
Oversees special education processes at sites and programs.
Serves as an administrative representative at out-district IEP meetings as assigned.
Non-public liaison to private schools and homeschool families.
Develop plans and assist with crisis intervention at building and/or district levels and help facilitate social group skills as needed.
Provide direct or in-direct related services to help meet the needs of students with education plans (IEPs and IFSPs).
Works with students in crisis to help learn calming techniques, enabling students to problem solve on their own without assistance
Plans and provides training as needed at building levels.
Other duties as assigned
Posting dates: 4/13/20 thru 4/26/20 or until filled
Hours: 12 months
Start date: July 1, 2020
Previous Principal experience preferred.
Job Summary:
Organize the schools education program including resource allocation, curriculum, course offerings, staff and student scheduling, reporting procedures and graduation requirements within the overall context of state and local directive and policies.
Essential job functions include the following:
– Assume responsibility for the implementation and observance of all School Board policies, administrative, State Department of Education and North Central regulations.
– Supervise the development, revision and evaluation of the curriculum.
– Supervise all professional, paraprofessional, administrative and non-professional personnel assigned to the school.
– Assume primary responsibility in the recruiting, hiring, training, assigning and evaluation of the schools professional staff.
– Assume responsibility for the administration of the school plant according to federal, state and local regulations.
– Delegate authority as necessary for the operation of the school.
– Maintain high standards of student conduct and enforce discipline as necessary, according to due process.
– Supervise and evaluate the school extra-curricular program.
– Supervise the preparation of all school reports for the District Service Center including the maintenance of accurate records on the progress and attendance of students.
– Assist in the management and preparation of the school budget.
– Supervise the maintenance of accurate records on the progress, health and attendance of students.
– Act as liaison between the school and community, interpreting activities and policies of the school and encouraging community participation in school life.
– Administer the collective bargaining contracts of teachers, custodians, clerks and aides at the building level.
Other functions of the job include but are not limited to the following:
– Other duties as assigned.
Science course(s) TBD- all science licensure areas welcome to apply.
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.