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Minnesota Association of School Administrators

Metro

Nutrition Services Worker, part time – #4310

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About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

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:  Northpoint Elementary  (Job ID #4310)
HOURS: 5.0 hours;  8:45-1:45 with 15 minute break; Days based on the school year calendar
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.

Nutrition Services Worker, part time – #4309

by

About Spring Lake Park Schools
Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

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/Entry Level Nutrition Services Worker
LOCATION:  Westwood School  (Job ID #4309)
HOURS: 3.75 hours; 9:45-1:45 with 15 minute unpaid break; Days based on the school year calendar
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.

Special Education Paraprofessional, Emotional Behavioral Disorders – #4205

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About Spring Lake Park Schools

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview

The successful candidate will be an individual who …

can effectively meet school, student, and program needs.
maintain confidentiality.
has knowledge of related educational programs and the school community.
is competent in use of computers and other technology equipment.
has ability to act in a leadership role and independently initiate and follow through on tasks under minimal supervision.
has strong organizational skills.
can demonstrate effective oral and written communication skills in working with students, families, and community representatives and in collaborating with school personnel.

… 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.

Essential Functions

Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all expected functions and duties performed. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:Implement and maintain school programs and services for students with disabilities.
Act as a liaison between the students, family, community, and the school.
Work effectively with an interdisciplinary team and have the ability to work independently.
Work with school staff to provide academic and behavior support to classroom teachers.
Provide personal care support to students who need assistance including, but not limited to, toileting, dressing, and feeding.
Provide mediation support to assist students with conflict; assist students in development self-advocacy skills.
Participate in and provide information for team meetings related to school programs and student services.
Act as a resource to provide knowledge of services and program objectives to staff, departments, and the community.
Participate in planning, coordinating, and developing school programs and student services.
Use technology skills to organize and deliver school programs and student services.
Meet the District’s standards for employee performance and attendance.
Participate in staff development/professional growth activities relevant to position, responsibilities and school improvement plans.
Perform related duties as assigned/requested.

Primary Responsibilities

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

Ability to follow teacher’s plans and directions, working effectively in collaboration with others.
Ability to assist with academic skills and content.
Ability to implement individual education plans.
Ability to support students in various educational settings throughout the school day.
Some lifting of 40 pounds or greater may be required.

Special Education Paraprofessional, Developmental Cognitive Disabilities – #4303

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About Spring Lake Park Schools:

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview:

This position is a Special Education Paraprofessional at Spring Lake Park High Schools, helping support students with Developmental Cognitive Disorders in grades 9-12.

Primary Responsibilities:

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

under the supervision of a Special Education teacher, implementing behaviors plans customized and personalized for students to reinforce preferred behavior;
performing general data collection tasks for the purpose of progress monitoring student success;
having the ability and passion to work with students with emotional/behavior issues is essential;
working comfortably with students in individual, small group, and large group environments, in both general and special education settings;
working effectively with an interdisciplinary team, while having the ability to work independently;
working with school staff to provide behavior support to students in collaboration with teachers; and
participating in, and providing information for, team meetings related to student success and next actions.

Special Education Paraprofessional, Emotional Behavioral Disorders – #4302

by

About Spring Lake Park Schools:

Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 5,800 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose — “High expectations, high achievement for all. No excuses” – provides our focus to meet the unique and varied needs of each student.

Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system – a culture with a methodology and set of processes – where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.

Position Overview:

This position is a Special Education Paraprofessional at Spring Lake Park High School, helping support students with Emotional Behavioral Disorders (EBD) in grades 9-12.

Primary Responsibilities:

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

under the supervision of a Special Education teacher, implementing behaviors plans customized and personalized for students to reinforce preferred behavior;
performing general data collection tasks for the purpose of progress monitoring student success;
having the ability and passion to work with students with emotional/behavior issues is essential;
working comfortably with students in individual, small group, and large group environments, in both general and special education settings;
working effectively with an interdisciplinary team, while having the ability to work independently;
working with school staff to provide behavior support to students in collaboration with teachers; and
participating in, and providing information for, team meetings related to student success and next actions.