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Minnesota Association of School Administrators

Southeast

Teacher, Special Education – SERT – Henry(100824)

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SUMMARY

Provide quality instruction aligned to the state and national standards. Use a variety of assessment strategies – diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning. Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines.

 

ESSENTIAL FUNCTIONS

* Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.

* Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.

* Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.

* Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.

* Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.

* Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.

Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.

* Assess own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development.

 

Education and Experience Guidelines

* Bachelor’s Degree from an accredited university.

* Prior successful experience student teaching or teaching in an urban, multicultural education setting.

* Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

* Master’s or PhD preferred.

 

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Learning Disabilities, Emotional Behavioral Disabilities, or Academic and Behavioral Strategist Minnesota teaching license; or proof of pending approved licensure

Teacher, Special Education (Autism) – Henry High – (2023-2024)(100580)

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Special Education – Autism (ASD)

 

SUMMARY

Establishes developmentally appropriate instructional and behavioral expectations for students and communicates expectations to students and their families for children. Creates lessons and learning environments that are safe, respectful, and interesting as well as multicultural/gender/ability fair. Selects, adapts and individualizes materials appropriate for diverse student populations and skills. Uses a variety of teaching strategies. Develops and maintains long range and daily instructional plans. Teaches students the required curricula using strategies that foster thinking, reasoning, and problem solving. Promotes problem solving, cooperative skills and conflict resolution strategies. Additionally, the teacher must have a working knowledge of IEPs and be able to implement the goals and objectives for special education students with academic and behavioral goals. The teacher must be willing to work collaboratively with the regular education teachers in the Community School to support the integration model.

 

ESSENTIAL FUNCTIONS

* Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.

* Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.

* Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.

* Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.

* Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.

* Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.

Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.

* Assess own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development.

 

Education and Experience Guidelines

* Bachelor’s Degree from an accredited university.

* Prior successful experience student teaching or teaching in an urban, multicultural education setting.

* Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

* Master’s or PhD preferred.

 

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota teaching license in Autism Spectrum Disorders (ASD) or Academic and Behavioral Strategist (ABS) or proof of pending approved licensure

Technology Specialist I

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Position Summary:
The Technology & Innovation Specialist 1 is responsible for providing primary support for LAN, PC and telecommunications hardware and software for assigned sites.  Troubleshoot PC hardware and software and assist end users with day-to-day operating problems.  Train media personnel, teachers, and administrative staff in basic computer operation, telephone, PC and networking applications. Serve as the LAN administrator for the buildings assigned. Consistent and reliable attendance is required.

Location(s):
McKinley & Washington Elementary Schools

Student Navigator (GYO and Career Pathways Asst)

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Owatonna Public Schools provides big-school opportunities in a right-sized setting to ensure opportunities for all students are realized in the classroom and in life.  We are a close-knit community of educators with high expectations for our schools and its students. This position will support two programs. First, this position will support high school students who come from diverse backgrounds who have a strong desire to become educators. The Student Navigator will play a crucial role in guiding and assisting aspiring educators, providing them with the necessary resources, mentorship, and guidance to help them achieve their own unique goals. The Navigator’s commitment to inclusivity in the teaching profession is at the forefront and each student’s journey is a vital part of that commitment.

Second, this position will support the Secondary Career Navigator by guiding and supporting students in grades 9-12v in their educational and career journey. This position will be dedicated to supporting the Youth Skills Training Program (YST) in collaboration with the secondary educational and counseling teams.

 

Salary and work schedule: Non-Affiliated contract C-4-1; $60,000-$65,000/yr
Flex Schedule, 210 days/yr

 

ISD761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

Middle School Physical Education Teacher

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Position Information:

  • 1.0 FTE Secondary Physical Education teacher
  • Effective beginning of 2024-2025 school year

Qualifications:

  • Must hold appropriate Minnesota teaching license in secondary Physical Education teacher
  • Knowledge and experience in secondary PhyEd
  • Ability to work in a team
  • Dedication to positive student, staff, and parent relationships
  • Must be a reflective practitioner

Albert Lea Area Schools’ mission is to ensure individual growth that leads to engaged citizens and life-long learners.

Albert Lea Area Schools offers…

  • Mentoring Program: Collaboration and ongoing support throughout the school year including new teacher induction professional learning opportunities.
  • New Teacher Onboarding: A three-day onboarding for new staff and their mentors
  • Teacher Development and Evaluation: Marzano instructional and evaluation framework
  • Professional Development: Opportunities available within the district (no fee) to grow in your teaching craft, also including required professional development opportunities for relicensure.

Competitive Salary and Benefits.  More detailed information can be found at our website: https://www.alschools.org/df/hr/career-opportunities

  • Medical, Dental, Vision
  • VEBA Annual Contribution
  • Access to Well at Work Clinic and HealthiestYou
  • Life Insurance
  • 403b

Albert Lea Area Schools…

Inspiring Learners and Cultivating Growth to positively impact our community.

Visit our community! Explore Albert Lea @ https://www.explorealbertlea.com/

Chief Academic Officer

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The Chief Academic Officer of Rochester Public Schools (RPS) leads a district-wide initiative to strengthen teaching and learning to enable and empower each RPS student to thrive in school and in life.

Position Summary:
The RPS Chief Academic Officer performs the following functions in Rochester Public Schools:

  • Provides strategic leadership for and supervision of departments in the school district’s central administration that are responsible for early childhood education, curriculum and instruction, special education, multilingual learning, research and innovation, multi-tiered systems of support in reading and mathematics, and deeper learning in all academic subject areas.
  • Leads the design and implementation of initiatives to continuously improve instruction through professional development, coaching, and other supports.
  • Leads the ongoing review and improvement of curriculum in all academic subject areas.
  • Leads the development and implementation of multi-tiered systems of support (MTSS) that provide all students with a strong educational program and that provide students who need additional support with effective and appropriate assistance.
  • Leads delivery of educational services to students with disabilities that is aligned with best practices in the field and that is integrated into the school district’s multi-tiered system of supports.
  • Leads delivery of services for multilingual learners that is aligned with best practices in the field and that enables those students to become proficient in the English language while also maintaining and further developing the primary language(s) their families speak at home.
  • Leads the delivery of services for advanced learners (often referred to as “gifted and talented” students) from diverse backgrounds that are aligned with best practices in the field.
  • Leads research and innovation efforts that promote continuous improvement in schools and district-wide systems and that generate new knowledge and solutions through research-to-practice partnerships with external scholars and organizations.
  • Leads efforts to integrate deeper learning that combines mastery, identity, and creativity into all aspects of the school district’s educational agenda.
  • Works with the Superintendent of Schools, other members of the superintendent’s cabinet, and leaders throughout Rochester Public Schools to align academic initiatives with other priorities and initiatives of the Rochester Public Schools Strategic Plan.