Southeast

 

SUMMARY

Under general supervision, provides a variety of services to assist students with special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; helps students to meet their therapy and education goals.

 

ESSENTIAL FUNCTIONS

* Provide support services to children with moderate to severe disabilities and Assist MPS staff to facilitate educational functions and other services that maintains a safe and productive learning environment, sensitive to the needs and legal rights of Special Education students; work with students to improve personal skills and reinforce classroom learning.

* Assist students in learning processes through reinforcement of positive behavior, individual instruction, socialization and good communications.

* Monitor student activities, promote respect, explain social norms and disciplinary consequences, de-escalate personal confrontations.

* Maintain behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral Assessments (FBA).

* Monitor work, correct papers and transition students for medications, meals, buses and classes.

* Attend to and provide for students’ daily hygiene, personal and health related cares, as directed by licensed staff. Assist students in community, recreational, school and vocational training. Provide assistance to students in classrooms and after-school programs.

CLASS DESIGNATIONS

Special Education Resource

 

MINIMUM QUALIFICATIONS REQUIRED

Completion of 90 quarter/60 semester college credits or higher

OR

A passing score of 460 (or higher) on the ParaPro Assessessment AND either a high school diploma or a GED certificate (For more information on the ParaPro Assessment, contact Educational Testing Service at 1-800-772-9476 or www.ets.org/parapro)

AND

Two years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources.  Related experience may also be considered, at the discretion of Human Resources.

 

PREFERRED QUALIFICATIONS

Associate’s degree in in Education, Child Development, Behavioral Sciences or educational area related to position assignment

Experience in working with individuals with disabilities

 

Salary Range: $23.91 to $27.07 Per Hour. DOE

 

LICENSE AND CERTIFICATION REQUIREMENTS

First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

A job in this category may require walking or standing to a significant degree, and working with special needs children. Must be able to frequently lift up to 50 pounds. Eligibility for position is based on passing the required pre-placement exam.

Bilingual Spanish: Assist licensed staff as an interpreter to facilitate the provision of health, education, or other services to non-English speaking, limited English speaking and/or bilingual/bicultural community members.

 

SUMMARY

Under general supervision, assists MPS staff as an interpreter to facilitate the provision of health, education and other services to non-English speaking and bilingual community members and facilitate the integration of students and classes.

 

ESSENTIAL FUNCTIONS

Assists MPS staff to facilitate educational functions and other services to non-English speaking, limited English speaking and bilingual/bicultural community members, in compliance with Standards of Effective Instructional Support for Educational Assistants.
Provides interpreter services from English to Somali.
Translates and interprets English to a designated foreign language, maintaining message content, context, and style, in order to convey information effectively.
Provides translation service in classrooms, special projects, homework, after-school programs, and open communication with teachers, counselors, social workers, and school administrators.
Assists bilingual/bicultural and ESL/ELL (English as a Second Language (ESL)/ English Language Learning (ELL) families in accessing, obtaining and implementing educational activities, medical and other services.
Assists bilingual students to read and write the English language; assists student learning process by interpreting English language terms into designated foreign language.
Assists teachers in delivering educational service and providing interpreting service to ESL/ELL clients; collects and records observations on students; maintains students’ data base and files.
Simultaneously and consecutively interprets and translates questions and answers for ESL/ELL students and parents during school events; effectively presents information and concepts.
Interprets and explains the English language and American culture.
Assists in the translating of information and documents to be used during classes and special events.
Provides culturally relevant information to staff to facilitate understanding of the ESL/ELL communities.
Facilitates conflict resolution and explains school rules to ESL/ELL students and guardians; coordinates communications between students, parents and school services.
Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
Maintains absolute confidentiality of work-related issues, records and MPS information.
Other duties or tasks may be assigned on an as-needed basis
At times may be required to work outside normal business hours and work extended hours to accomplish requirements of the position.
MINIMUM QUALIFICATIONS

AA degree or completion of 90 quarter or 60 semester college credits (required) in Education, Child Development, Behavioral Sciences; or educational area related to position assignment

AND

2 years of professional experience in translation and interpretation of verbal and written English and a designated foreign language; OR an equivalent combination of education, training and experience as determined by Human Resources.

 

Must be bilingual in English and Spanish

 

Knowledge of:

Methods and techniques required to translate written English and at least one other language, including Somali, Spanish, Hmong and other Southeast Asian Languages.
Methods and techniques used in simultaneous and consecutive interpreting and translation of spoken language.
Correct English grammar, composition, spelling, punctuation and vocabulary.
Vocabulary, grammar, phonology and dialects of designated foreign language.
Ethics and standards for professional interpreting and translating.
Techniques for improving communications with persons using English as a second language.
Applicable policies, procedures and regulations covering specific areas of assignment.
Local community resources and regional community services programs.
Principles of record keeping and records management.
Skill in:

Translating English language documents into designated foreign language.
Communicating effectively in verbal and written forms with non-English speaking persons.
Listening to speakers’ statements to determine precise meanings, and properly translating to and from designated foreign language.
Translating and interpreting foreign language words and phrases to properly express specific meanings and cultural appropriateness.
Identifying cultural differences which affect non-English speaking students and their parents, and the barriers and opportunities to enhance the process of acculturation to American society.
Operating a personal computer utilizing standard and specialized software.
Establishing and maintaining cooperative working relationships with co-workers.
Effective verbal and written communication.
LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver’s License may be required.

 

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

SUMMARY

Under general supervision, provides a variety of services to assist students with special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; helps students to meet their therapy and education goals.

 

DISABILITY FOCUS: SB3

 

ESSENTIAL FUNCTIONS

Provide support services to children with moderate to severe disabilities and Assist MPS staff to facilitate educational functions and other services that maintains a safe and productive learning environment, sensitive to the needs and legal rights of Special Education students; work with students to improve personal skills and reinforce classroom learning.
Assist students in learning processes through reinforcement of positive behavior, individual instruction, socialization and good communications.
Monitor student activities, promote respect, explain social norms and disciplinary consequences, de-escalate personal confrontations.
Maintain behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral Assessments (FBA).
Monitor work, correct papers and transition students for medications, meals, buses and classes.
Attend to and provide for students’ daily hygiene, personal and health related cares, as directed by licensed staff. Assist students in community, recreational, school and vocational training. Provide assistance to students in classrooms and after-school programs.
Encouraged to work additional hours as bus aide

Salary Range: $23.91 to $27.07 per hour. DOE

MINIMUM QUALIFICATIONS REQUIRED

Completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment
OR

A passing score of 460 (or higher) on the ParaPro Assessessment AND either a high school diploma or a GED certificate (For more information on the ParaPro Assessment, contact Educational Testing Service at 1-800-772-9476 or www.ets.org/parapro)
AND

Two years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources.  Related experience may also be considered, at the discretion of Human Resources.
PREFERRED QUALIFICATIONS

Associate’s degree education or a related field.

Experience in working with individuals with disabilities

 

LICENSE AND CERTIFICATION REQUIREMENTS

First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.

 

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

A job in this category may require walking or standing to a significant degree and working with special needs children. Must be able to frequently lift up to 50 pounds. Eligibility for position is based on passing the required pre-placement exam.

SUMMARY

Under general supervision, develops and implements a process improvement program for the Minneapolis Public Schools; ensures successful results for district process improvement efforts through high quality project management, oversight and coaching of contractors and staff conducting process improvement efforts, and implementation of a robust training and coaching program to build continuous improvement capacity in the district; provides leadership for other district continuous improvement, planning, and decision-making efforts as assigned.

 

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 functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. 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:

 

Manage high-priority, cross-department process improvement initiatives, including applying process improvement tools, developing work plans, monitoring work flow of teams and reporting results.
Develop, gain buy-in for, implement, and continuously improve a district process improvement methodology and program.  Should include: application of process improvement best practices; creation and maintenance of a strong external network of process improvement practitioners who can inform the district’s practice; periodic reporting of program results to district’s leadership; serve as district contact for process improvement issues.
Provide leadership for district continuous improvement, planning, and decision-making efforts as assigned.
Maintain co-ownership with the Strategic Planning Coordinator for the administration of the district “Problem Solving Model” and project management training.
Develop, deliver, and continuously improve a district process improvement training program that builds the capacity of district leaders and staff to successfully engage in process improvement efforts.
Manage external process improvement consulting resources for the highest district benefit, including development of an external partner strategy, leading the RFP and contracting process, and overseeing the successful implementation of contracts with external partners.
Lead the development of an annual district process improvement agenda, including the creation of business cases for potential opportunities, creation of a prioritization process, and facilitation of annual decision-making process with district leadership.
Provide coaching and oversight to internal district staff conducting process improvement efforts.
Ensure alignment of district process improvement program with process efforts underway in other district departments as well as related processed such as the strategic planning and business analysis processes.
Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
Maintains absolute confidentiality of work-related issues, records and MPS information.
MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines
Bachelor’s Degree in organizational development, business administration, public administration or related field; AND five (5) years of professional experience leading continuous/process improvement efforts; OR an equivalent combination of education, training and experience as determined by Human Resources.

 

Knowledge of:
Principles and practices of process improvement and process management.
Project management methodologies and tools including management of cross-functional teams.
Principles and practices of change management and organizational development in large, complex organizations.
Principles and practices of strategic planning and organizational decision making.
Program development including: setting strategic directions and tactical planning to implement these directions; administration of high level governance committees; program budgeting; contracting with external consultants.
Development and delivery of high quality adult professional development.
Quantitative and qualitative analysis to develop business cases for improvement opportunities and to quantify the results of improvement efforts.
Preparing and presenting management reports to diverse audiences including executive teams.
Skill in:

Planning, organizing, and monitoring the work of consultants and project managers/teams.
Establishing and maintaining cooperative and productive working relationships with co-workers, district leaders, community partners, outside agencies, and the media.
Organizational skills and ability to complete complex and multiple projects and tasks in a timely and efficient manner.
Operating a personal computer using standard and specialized software.
Communicating effectively verbally and in writing.
LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver’s License may be required.

Certification in a minimum of one (1) process improvement methodology which could include SixSigma, Lean, DMAIC, etc.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

SUMMARY

Under general supervision, assists students in school classrooms with educational programs and assignments, provides assistance to Teachers as directed, and assists students with after-school and special education programs, and special events.

 

Class Option: Bilingual Hmong

 

ESSENTIAL FUNCTIONS

*Assist teachers and staff in educational functions and other services to maintain a safe, diverse and productive learning environment; work with students to reinforce classroom learning, educational programs and improve personal skills.

*Assist students in learning processes; reinforce positive behavior, provide individual instruction, encourage socialization and positive communication.

*Monitor and supervise student activities; promote respect, support diversity, explain social norms and disciplinary consequences, de-escalate personal confrontations, and enforce District policies and rules of conduct.

*Monitor students, and record data for academic and behavioral assessments; maintain files and keeps records of student progress and activities; assure all required written reports are completed and submitted.

 

 

 

EDUCATION

AA degree or completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment OR

A passing score of 460 (or higher) on the ParaPro Assessessment AND either a high school diploma or a GED certificate (For more information on the ParaPro Assessment, contact Educational Testing Service at 1-800-772-9476 or www.ets.org/parapro)

AND

Two years of experience working with children.

 

PREFERRED QUALIFICATIONS

Fluent in English and Somali language both written and verbal.

LICENSE AND CERTIFICATION REQUIREMENTS

First Aid, CPR, AED and Crisis Prevention Intervention (CPI) training may be required.