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Minnesota Association of School Administrators

Metro

Systems Administrator

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Posting dates:  7/30/19 thru 8/12/19 or until filled

Hours:  Monday thru Friday, Full time – 12 months

Start date:   End of posting

Job Summary:
Responsible for providing senior server and applications expertise to the District Technology team. Installs, configures, and maintains all servers (physical and virtual) and storage based devices within the Districts Windows/Linux/VmWare network infrastructure. Provide system administration for file, print, AD, DNS, DHCP, and application servers in a multi-platform environment. Serves as the initial point of contact for advanced technical issues pertaining to desktops, servers, databases, and related software/hardware. Responsible for providing problem diagnosis, resolution, or escalation as needed

Essential functions of the job include the following:
– Serves as technical lead, providing telephone and remote desktop support for other support teams with complex desktop imaging issues by resolving or conferring with the appropriate technical or systems personnel.

– Advises the District desktop imaging team to ensure that desktop image issues are promptly addressed, documented and resolved in a timely and professional manner consistent with the highest customer service and professional / technical standards. Provide work, project evaluation and advanced troubleshooting for the Districts Desktop Imaging. Documents imaging processes and provides training as needed to helpdesk personnel in the areas in desktop imaging and general troubleshooting tasks

– Designs and deploys in collaboration all District backup systems. Works with  District Technology staff, providing advanced support and training as needed to ensure mission-critical data is being backed up in accordance with district policy.

– Leads the desktop support team in creating, testing, and deploying application packages and base images for workstations across the District.

– Provide advanced troubleshooting and issue resolution for multiple technologies. Serve as initial point of contact for escalated issues. Respond to after-hours emergencies; lead the mitigation and resolution processes.

– Perform maintenance, updates and upgrades on District physical and virtual Vmware servers and associated hardware/software. Configure access rights, and security for the Districts multi-platform server network; Establishes network performance criteria. Maintains the infrastructure of the AD Forest/NDS Tree, DHCP/DNS, IP Printing, Database and SAN.

– Serves as a representative of the Districts Infratech group. Attends meetings as required and communicates status, accomplishments, needs, etc.

– Perform upgrades, patch management, and maintenance. Develop internal documentation for key systems and services.

Other functions of the job include but are not limited to the following:
– Communicates status, accomplishments, difficulties, and needs via e-mail and regular staff  meetings.

– Provide and identify one on one support to other technology staff as needed.

AVID Tutor

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AVID Tutor (Paraprofessional)
Chaska High School
For specific information contact Kathy Fontes at [email protected]

Position Start Date: Fall 2019
Days/Hours:  2-3 days per week; 2-4 hours per week; Exact times TBD; Timesheet position

Banded/Graded:  B-2-1 (Tier 5)
Salary:  $19.59/hour
Responsible To:  Building Principal
Position Purpose:  AVID is a college-readiness program that targets students who are “in the academic middle,” but who have potential for higher performance. AVID tutors play an integral role in supporting the students through a rigorous curriculum by serving as role models and mentors, and by taking an active role in developing the academic and personal strength of AVID students. Tutor training will be provided. Provides support and assistance to students.

Major Job Functions/Specific Tasks/Required Knowledge, Abilities and Skills:  Experience working with high school students. High School Diploma or equivalent.  See attachments.

Benefits of Employment as of July 1, 2019:  Eligible for benefits as negotiated between Student Support Staff (MSEA Association) and District 112.  This position is eligible for overtime and comp time.

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 of benefits 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).

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

Preschool Teacher

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Instruct children (33 months to 5 years of age) in activities designed to promote social, physical, and intellectual growth needed for primary school in a Christian preschool environment. As the preschool teacher you will be responsible for the overall supervision, planning, and management of the preschool class in partnership with the preschool director and classroom aide. Candidates must have experience working in child care, leadership skills, great verbal and social skills as well as knowledge of MN Rule 3. Candidates must be Teacher Qualified by MN Rule 3. Creative Curriculum and NAEYC Accreditation knowledge helpful, but not required.

Guidance Counselor (1.06) at Tartan High School

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Position: Guidance Counselor (1.06)
Work Schedule:  8 hours/day, 194 duty days (Guidance Counselors work 12 additional days)
Start Date: 8/26/2019
Pay and Benefits:  Pay and benefits are in accordance with the teacher labor agreement – https://www.isd622.org/Page/310

Required Qualifications:

Hold valid MN teaching license in School Counseling.
Knowledge and understanding of the ASCA Model.
Ability to engage in ongoing professional/personal development in order to develop self and to maintain current instructional theory and practice.
Excellent communication skills and experience in working with students, families, colleagues and community organizations.
Demonstrated ability to work collaboratively.
Excellent organization and follow-through skills.
Ability to maintain confidentiality and understand proper reporting procedures.
Desired Qualifications:Secondary counseling experience.
Experience working with diverse cultural backgrounds.
Knowledge of targeted and individual behavior support.
Knowledge of Section 504 evaluation, eligibility and accommodation plan implementation
Computer/technology proficiency.
Multi-age and multi-culture experience.

Responsibilities:

Development and management of a comprehensive school counseling program following the ASCA model in all three domains: academic, career development and personal/social.
Collaborate with teachers and parents to meet the needs of students through the development of academic, personal, social and career awareness activities.
Counsel individuals, small groups of students and classrooms.
Participate in policy development that contributes to the effective operation of the school.
Provide crisis intervention.
Uphold the ethical standards of the American School Counselors Association.
Act as a liaison for college admission offices and outside agencies.
Assist students in the post high school education and college application process.
Assist students, parents/guardians and teachers in interpreting and understanding student data.
Maintain documentation for each student’s progressions to completing their graduation requirements.
Coordinate the registration process.
Perform other school counseling related tasks and responsibilities assigned by the Principal and the Director of Student Services.

ISD 622 is an equal opportunity employer and supports an inclusive workplace environment.

Media Paraprofessional – Centerview Elementary, #4237

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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 …

… 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

Maintain operation of library, including book inventory and circulation, supporting teachers and staff in book check-out/check in, maintaining learning environment.