Teach students with emotional and behavior disorders within a school setting for grades K-12, operated in conjunction with a residential treatment facility for children and adolescents. Responsibilities include creating a positive and supportive classroom climate, engaging in a variety of instructional techniques and behavior management strategies that insure effective implementation of student IEP’s, administering lesson plans, providing instruction on assigned subject areas, and providing crisis intervention and de-escalation techniques as needed.
Southeast
General Education Teacher
Provide high quality instruction to Middle School aged students at New Dominion School (NDS). NDS is a contracted non-public school operating in conjunction with Gerard Academy, a residential treatment facility for children and adolescents. Responsibilities include creating a positive and supportive classroom climate, engaging in a variety of instructional techniques and behavior management strategies that ensure effective implementation of student IEP’s, assess educational progress and academic needs of the students, provide instruction on assigned subject areas, and provide crisis intervention and de-escalation techniques as needed.
Teaching Assistant
Seeking a self-motivated individual to provide support to the faculty of New Dominion School. New Dominion School provides on-site education at Gerard Academy, for children in grades K-12 who are struggling with academic, emotional, and/or behavioral barriers. The school also provides an educational experience for students from surrounding communities who are not successful in their current school districts. Responsibilities will include providing educational assistance to students in the areas of instruction, preparation of classroom materials, records management, student supervision and mentorship while ensuring student safety. Candidates for this position should have strong organization and communication skills, have the ability to multi-task and be accountable to a teacher led approach in the classroom setting.
Language Arts, Junior High (Long-Term Substitute April-June 2016)
JUNIOR HIGH LANGUAGE ARTS TEACHER Long-Term Substitute (April- June 2016) at Holy Spirit Catholic School (Rochester Catholic Schools, MN) Candidates will be responsible for lesson plans; conducting instruction; and continually assess student development and performance. Develop and maintain collaborative, productive work relationships with colleagues, students, parents and any other individuals in a position to meet student needs and advance their growth, development and achievement. Demonstrate faith leadership and commitment to vision, mission and values of the Rochester Catholic Schools. Rochester Catholic Schools (RCS) is committed to a child-safe environment, all applicants are required to authorize a background check and attend VIRTUS ‘Protecting God’s Children’ training.
School Readiness Teacher
LONG TERM SUB POSITION AVAILABLE FOR A PART-TIME SCHOOL READINESS TEACHER Starting around the beginning of March through the remainder of the 2015-2016 school year. This position has the potential to extend into the entire 2016-17 school year as well. This Fillmore Central School Readiness program meets on Monday, Wednesday & Friday from 8:15-11:15, Have a firm commitment to the student and parent/guardian. Must enjoy children, and be prepared to model positive methods of guidance and communication. Must be able to work with different type of students and families, including a wide variety of income levels, races, values, and lifestyles. Must be able to work with aides, ECSE, other staff, parents/guardians, and volunteers that are training and guiding as they work in the classroom.
Daycare Aide Substitute
One Block At A Time Daycare, Preston, MN is looking for a maternity coverage for a Daycare Aide position. This position will start at or around March 1, 2016 into July 2016. Daycare Aide Position *Assist the Lead Teacher with the day-to-day activities. *Encourage students’ positive self-image and supports individuality, and independence. *Ability to respond to individual participants’ learning, physical and emotional needs. *Up to 30 hours per week.