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Special Education EBD Center Based Teacher

February 28, 2019 by Eastern Carver County (Chaska) School District

Special Education EBD Center Based Teacher
Chanhassen High School
For More Information contact: Michelle Cuka at [email protected]

Position Start Date: Fall 2019
FTE:  1.0 FTE; 7:30am – 3:30pm
Banded/Graded:  C-5-2
Responsible To:  Building Principals; Special Education Director/Supervisor
Qualifications: Valid State of Minnesota License in Special Education; EBD licensure preferred
Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  see attachment

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).

School Psychologist 1.0 FTE

February 27, 2019 by Stillwater Area Public Schools

We are currently seeking a 1.0 FTE School Psychologist to work at Afton-Lakeland and Brookview Elementary for the 2019-2020 school year.

 

Bldg Assessment/Tech Supp Specialist

February 26, 2019 by Mounds View Public Schools

Posting dates:  2/25/19 thru 3/01/19 or until filled

Hours:  Monday thru Friday 7.0 hours per day, 10 months

Start date:  April 8, 2019

Special Requirements:
– Facilitating video club
– Supporting plays and musicals
– Operate and maintain laser cutters, laminated cutters
– 3D printers

Job Summary:
– Respond to Ongoing technology needs for staff
– Build and maintain positive relationships with the building community, including staff and students
– Use a strong understanding of instructional technology to best meet the learning needs of all students
– Manage building printers, including troubleshooting and installing drivers
– SMART board configuration and troubleshooting
– Support set up for event programming such as A/V equipment
– Assist with generating messaging through the Blackboard system
– Work with district technology staff to coordinate building technology requests
– Manage building technology inventory
– Attend relevant district trainings and meetings
– Coordinate and manage laptop/iPad/Chromebook carts
– Provide staff training on technology
– Technology ordering as needed, approved by the principal
– Set up and run daily video announcements
– Coordinate student involvement in announcements
– Assisting teachers in maintaining teacher web pages
– Testing technology coordination

Other functions of the job include but are not limited to:
– Meeting staff needs in a timely and proactive manner
– Join all staff in welcoming and dismissing students each day
– Provide building-level technology support for staff and students.

Early Childhood Special Educator (Long Term Substitute)

February 25, 2019 by Edina Schools

Edina Public Schools has a full-time long term substitute Early Childhood Special Education (ECSE) teacher or Speech Pathologist position available in the Edina Learning Center beginning approximately April 22, 2019 through the remainder of the school year (June 5, 2019).  The ECSE teacher will work within a preschool integrated model which will include home visiting, collaborating with community preschools/child care as well as the district preschool.

Art Teacher (.2 FTE, Long Term Substitute)

February 25, 2019 by Edina Schools

Edina Public Schools has a Long Term Substitute (.2 FTE) Art teacher position available at Cornelia Elementary School beginning March 4, 2019 until the end of the school year.  This Art position will be a .2 FTE working full days on Monday only.

Elementary Principal

February 25, 2019 by Osseo Area Schools

Elementary Principal
3 positions: Fair Oaks, Oak View and Weaver Lake Elementary

General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by planning and directing the instructional programing and managing the operational and personnel requirements.

Essential Duties and Responsibilities:

Indicators of Strategic Leadership Practice:

Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students and closes the achievement gap.
Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.
Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms.

Indicators of Instructional Leadership Practice:

Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.
Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.
Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

Indicators of Performance Management Practice:

Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.
Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.
Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

Indicators of Professional and Interpersonal Relationship Skills Practice:

Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.
Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

Indicators of Resource Management Skills Practice:

Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.
Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.
Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on results in improved student achievement.

Additional duties/responsibilities:

Performs other comparable duties of a like or similar nature as assigned.

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