Various positions exist from full to part time
Northwest
School Psychologist
Primary Responsibilities : 1. Early intervention activities a. Screen, review records, interpret findings b. Consult with child study teams / problem solving teams / RtI teams c. Informal child observation d. Consultation with children, parents and staff e. Other pre referral activities 2. Evaluation and Re – evaluation a. Administer, interpret and report the results of psychological, functional, behavioral, and educational tests b. Select and evaluate assessment instruments and data gathering procedures c. Gather and interpret necessary data using formal and i nformal procedures in areas of a child’s development such as: cognitive, perceptual, psychomotor, emotional, social, adaptive behavior, personality and vocational adjustment 3. Program Planning & Implementation activities may include: a. Psychological services to students in accordance with objectives specified in Individual Education Plans (IEPs) b. Individual and group counseling in conjunction with a special education instructional program or as the sole service provided for specific students c. Design, conduct an d monitor behavior management programs and other corrective services d. Coordinate school and community resources and provide follow – up on referrals to outside agencies e. Provide individual and group consultation to special education teachers, regular education teachers, parents and other team members f. In – service and consultation to students, parents, educators, administrators, outside agencies and community as necessary to support special education instructional program Red Lake Public Schools – Providing High Quality Educational Service to the Red Lake Nation. Red Lake Public Sc hools, 23990 Highway 1 East, PO Box 499, Red Lake, MN 56671 218 – 679 – 3353 (Telephone) 218 – 679 – 2321 (Fax) www.redlake.k12.mn.us g. Provide consultation to students, parents , and staff in due process procedures in concert with the Director of Special Education 4. Crisis Intervention a. Work with school staff to assist with individual student crisis in an effort to provide interim support and guide families to appropriate community resources. b. Coordinate with school and community resources and provide follow – up on referrals to community agencies 5. Professional a. Maintain licensing requirements of regulating agencies in order to possess required licenses to perform the duties described in this job description b. Participate in continuous improvement activities such as workshops, inservice and other learning opportunities that promote quality school psychological services to children c. Assure compliance with special education procedural requirem ents and document appropriate due process guidelines, timelines, and procedures d. Maintain confidentiality e. Perform other duties as assigned To apply send complete District application, cover letter, resume, and credentials send to: Human Resources, Red Lake School District #38, PO Box 499, Red Lake, MN 56671. Position open until filled.
Assessment Coordinator/Digital Learning Integrationist
Position Overview (Basic Purpose of Position): Serve in the role of teacher leader in supporting teachers relative to best practices in technology integration, assessment and the use of data through individual and small group coaching activities; including data analysis, knowledge of research-based strategies, continuous improvement processes, program evaluations, best-practices in professional development and the use of both formative and summative assessments. Responsible for coordinating the development of the assessment portion of the district’s curriculum, instruction and assessment framework, to support the delivery of aligned, consistent and coordinated CIA. Support staff in using best practice to meaningfully integrate technology in order to foster teaching and learning. Provide leadership, direction and oversight for all aspects of district’s data and assessment system, including required state testing and the assessment component of the district’s learning management system. REGULAR DUTIES & RESPONSIBILITIES List of things to accomplish in job functionNECESSARY SKILLS, KNOWLEDGE, ABILTIES What you should know or be able to accomplish in job functionPERFORMANCE STANDARDS How will you know the job is done? STRATEGIC LEADERSHIP 1. Support district vision and mission. 2.Collaborate as a CIA team to provide quality curriculum, instruction, and assessment as the foundation for developing comprehensive systems of support for all learners. 3.Provide leadership and expertise in the areas of curriculum, instruction, and assessment, including research and recommendations. 4.Communicate at district and building level. 5.Support staff in the use of best practice and district initiatives. 1. Be an active, contributing member of the CIA team. 2.Participate in district level discussions to deepen understanding and build consensus surrounding district goals and initiatives. 3.Collaborate with administration to build staff capacity. 4.Promote open communication to increase collaboration. 5.Working knowledge of implementation science. 1. World’s Best Workforce 2. CIA Webpage and Monthly Newsletter 3.Monthly Board Report 4.District and building meeting agendas and notes TECHNOLOGY INTEGRATION 1.Facilitate the implementation of digital curriculum integration both at a district and classroom level. 2.Provide release note information to the end user on upgrades of district supported technology applications and hardware. 3.Develop and maintain a grade level appropriate list of technology resources for the District’s faculty and students. 4.Research and recommend high quality learning technologies. 5.Incorporate state standards and benchmarks into Synergy. 6.Digital lesson planning and design support. 7.Manage Q&A pages for technology integration and assessment. 1.Develop positive relationship with staff, administration, etc. 2.Working knowledge of best practice in assessment and using technology to support the district’s learning management system. 3.Familiarity with Windows-based platforms, Smart Technologies, IOS devices, and digital curriculum platforms (Synergy). 4.Knowledge of applicable district policies. Evidence will include: *Training sessions offered and advertised. *Training sessions adjusted based on feedback. *Increased teacher capacity for integrating technology. *List of technology resources posted and available. *Standards and benchmarks in Synergy. *Q&A pages available and updated. *Notes, agendas, resources from trainings. DATA AND ASSESSMENT 1.Organize and supervise district-wide data collection and assessment programs, including coordination of data coaching staff. 2.Ensure state and federal compliance of district assessment program, including maintaining required assessment records. 3.Perform data analysis and prepare data for distribution and presentation. 4.Promote positive environment by supporting testing sites and material distribution for assessments. 5.Disseminate and facilitate interpretation of required state assessment reports. 6.Assist district personnel in the use of data and systems that may contain privileged and confidential information. 1.Knowledge of various methods for accessing and utilizing multiple types of data relative to student achievement, staff needs, and implementation efforts. 2.Ability to interpret formative and summative data in collaboration with teachers and administrators; communicate results in various formats to multiple audiences; engage problem-solving activities with professional staff. 3.Use data to make decisions that positively impact instructional practices and student learning. 4.Knowledge of state and federal assessment requirements. 5.Communicate with parents, community groups, and diverse local, regional, and state agencies. Evidence will include: *District testing scheduled and completed on time. *Required reports and activities are completed correctly by established deadlines. *Surveys, training agendas, notes, resources, etc. *Compliance checklists and rubrics completed. PROFESSIONAL DEVELOPMENT 1.Plan and facilitate professional development in a variety of group and individual settings on technology, integration, data, and assessment such as: *Assessment software *Assessments implementation *Technology integration *Synergy *Data analysis *Modeling use of technology 2.Represent the district at local and state meetings and conferences that relate to technology integration and assessment. 3.Remain current with research and best practices. 1.Knowledge of Best Practice in engaging adult learners. 2.Tailor professional development to learner needs. 3.Engage in professional readings, trainings, workshops to stay abreast of best practices relative to curriculum, instruction, and assessment. Evidence will include: *Meeting and workshop agendas, notes or resources. *Professional journals and staff development resources and materials. *CEUs of certificates from outside trainings OTHER DUTIES AS ASSIGNED BY SUPERINTENDENT
Teacher
JOB DUTIES AND RESPONSIBILITIES: 1.Gather, organize, synthesize and present data to diverse audiences, 2.Effectively interpret formative and summative data, communicate results, problem solve and collaboratively make decisions that significantly impact Mathematics instructional practices and student achievement to support Minnesota Standards and mathematics pedagogy, 3.Promote a school wide philosophy of mathematics literacy supported by research and theory that integrates technology and new mathematical practice, 4.Plan, implement and evaluate effective teaching strategies and interventions, 5.Provide effective Mathematics instruction for students, 6.Utilize various forms of data to inform and guide instruction through data discussions in Professional Learning Teams (PLT’s) and grade level teams to meet the needs of a diverse student population. 7.Assist the Principal in supporting PLT’s and grade level teams. 8.Be a contributing member of instructionally focused PLT’s that use data to improve student learning and achievement.
Autism Spectrum Disorders (ASD) Special Education Teacher
Major Position Duties: Develop lesson plans for identified students, Provide individualized instruction with students, Collaborate with other service providers on student’s needs, Collect data and maintain a documentation log for each student, tracking progress and process of success, Provide regular and special education staff training, Maintain relationship with team teachers to provide accountability, Perform assessments, summary report writing, transition planning and IEP development, Coordinate and collaborate with administration, general education staff, paraprofessionals, parents and outside agencies to support IEP plans, Facilitate IEP meetings and Due Process procedures, Regularly communicate with parents in regards to students’ progress and training opportunities, Other duties as assigned.
Ojibwe Language and Culture Teacher
Position Overview:The Ojibwe Language and Culture Teacher will plan, organize, implement and evaluate classroom instruction that facilitates learning to speak and understand the Ojibwe language and develop students’ knowledge and understanding of culture, history, art and values. Teacher will speak Ojibwe 100% of the time while delivering instruction. Major Position Duties: REGULAR DUTIES & RESPONSIBILITIES: List of things to accomplish in job functionNECESSARY SKILLS, KNOWLEDGE AND ABILTIES: What you should know or accomplish in job function?PERFORMANCE STANDARDS; How will you know the job is done? Lead the implementation of an Ojibwe language and culture program that reflects local Red Lake dialect, customs, and history that promotes student acquisition and retention of language and knowledge, understanding and appreciation of the culture. *Maintain professional confidentiality and works collaboratively with peers. *Semi-fluent Ojibwe speaker, with deep and broad understanding of the Ojibwe culture. *Must know content, pedagogy, student growth and development. *Ability to set instructional outcomes, design coherent instruction and student assessments. *Observe confidential, professional communication and behavior. *Culturally responsive standards based program goals and objectives are established, including unit planning documents with scoped and sequenced lesson plans, common formative and summative assessments, resources, and other program supports. Design and deliver high-quality, research-based, culturally responsive instruction that engages students at the zone of their proximal development; present clear, complete, accurate explanations utilizing a variety of instructional techniques suitable to the age and ability of learners in all lessons.*Differentiate instruction to meet the needs of learners, by adapting the curriculum to varying intellectual and artistic abilities. *Evaluate each student’s progress in aural comprehension, speaking, reading, and writing of the Ojibwe language in relationship to the age and ability of students. *Provide individualized, small and large group instruction to adapt curriculum to meet the needs of each student. *Evaluate each pupil’s performance and growth in knowledge and aesthetic understandings and prepare progress reports; assign grades that reflect standards based performance in language, culture, art and history. *Identify student needs and cooperate with other professional staff members in helping students develop positive attitudes toward school and learning. *Develop instructional lesson plans and organize class time to provide a balanced program of instruction, demonstration, guided practice and assessment. *Participate in professional learning teams (PLTs), contribute to staff meetings and other school initiatives.*Content and delivery of differentiated instruction evident in unit plans, lesson plans, informal walk-through and formal observations. *Evidence of student performance in demonstrated knowledge, skills, artifacts and cultural performances. *Utilize various, flexible, responsive, student grouping strategies. *Work collaboratively and cooperatively with specialists and grade level teachers in PLT and common preparation settings. *Utilize effective communication skills when writing, speaking and listening. Assist in planning, organizing, implementing and evaluating standard based Ojibwe language and culture based curriculum activities, school wide.*Create exhibits of student work throughout the year that reflect student creativity with the Ojibwe language and culture. *Lead efforts to host school and community cultural activities, namely a pow-wow. *Must obtain Early Language Listening and Oral Proficiency Assessment training before or during employment. *Evidence of student work exhibited in the school and community. *School Community cultural activities and celebrations scheduled and presented. *Provide documentation of completed training to supervisor. Promote improved performance in knowing and understanding the Ojibwe language and culture program among students, parents, staff and community members.*Communicate with parents, counselors and administration on student progress and concerns. *Utilizes proper English usage, grammar, punctuation, spelling, and English speaking skills.*Regular attendance at parent teacher conferences, professional, development sessions and staff meetings, *Well-written, articulate communication regarding student progress such as newsletters, phone logs, report cards, and other documentation. Complete managerial responsibilities in a timely, accurate, thorough manner.*Attend parent teacher conferences, staff professional development, and other required meetings. *Maintain required program and student records. *Demonstrate knowledge of District policies and practices. *Complete complex oral and written assignments independently. *Analyze procedural situations and take appropriate action regarding without immediate supervision. *Utilize technology to present lessons, communicate with others, and maintain records.*Student and program records completed accurately and in a timely manner. *Abides by District policies and practices. *Completes daily responsibilities independently and efficiently. *Uses email, SMART Board, and other technology effectively. Engage in professional development for the purpose of maintaining current skills and the acquisition of emerging best-practices.*Maintain professional competence through various professional growth activities. *Collaborate and communicate with fellow Ojibwe language and culture teachers as appropriate. *Teacher will commit to explore new and innovative ways of teaching the Ojibwe language and culture. *Must be willing to get training in use of technology in the classroom. *Engages in professional development with professional organizations locally, regionally and at the state-level. *Develops a schedule and meets periodically with other Ojibwe teachers to reflect and improve practice. *Teacher plans will reflect innovative ways of teaching. Communicate effectively, and professionally with students, families, staff and community members; *Works with students, District personnel, and general public in a pleasant and cooperative manner. *Articulate orally and in writing; in both English and Ojibwe. *Skilled listener.*Evidence of effective, thoughtful, verbal and written exchanges with others. Work collaboratively with others to procure and/or develop standards based curriculum materials. *Access and utilize effective curriculum materials that develop students capacity to speak and understand Ojibwe language. *Produce a written scoped and sequenced standards based curriculum. *Participate in the Ojibwe Advisory Committee.*Artifacts of written and oral curriculum materials. Know and understand how to implement a research based classroom management and discipline program effectively.*Training in Responsive Classroom and/or the Pyramid Model*Exhibit effective use of the program during walk throughs and formal observations.