MASA Jobsite Online

Minnesota Association of School Administrators

Wisconsin

Assistant Principal/Activities Director

by

Job Goal:  The Assistant Principal is an instructional leader whose primary responsibility is to assist in establishing, maintaining, and supporting a positive student growth culture.  The Assistant Principal collaborates with building and District staff to implement curriculum and instructional programs that support every student, every day.  Leading Professional Learning Communities (PLC’s) is at the core of our work, contributing to the success of all learners.

Reports to:  Middle School Principal.

Job Responsibilities:

  1. Assists in the supervision of all school operations and instructional programming for grades 6-8.
  2. Develops, executes, and monitors the annual School Improvement Plan (SIP) in collaboration with other building administrators.
  3. Leads change and has the ability to influence, motivate and model systems thinking for all staff.
  4. Helps to establish, maintain, and support a positive student growth culture fostering a shared commitment of high expectations for student growth, achievement, and high standards of teaching and learning.
  5. Provides leadership in the areas of Professional Learning Communities (PLCs), Positive Behavior Intervention Systems (PBIS), and other research-based frameworks and strategies.
  6. Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement & opportunity gaps, and develop strategic interventions that improve learning and close identified gaps.
  7. Observes instruction and provides ongoing feedback and coaching to teachers and other staff supporting professional growth leading to high student growth.
  8. Assists in monitoring the daily school schedule and ensures instructional time is maximized.
  9. Assumes primary responsibility in the scheduling of class and support staff assignments.
  10. Administers the program of daily attendance and takes corrective measures for violations of attendance rules and procedures.
  11. Leads supervision and scheduling for support staff employees.
  12. Assists in the recruiting, screening, hiring, assigning and evaluating of the school’s staff; both certified and support staff.
  13. Assumes primary responsibility in the scheduling and supervision of extra-curricular school activities and coaches.
  14. Participates in administrative team meetings and other such meetings as required or appropriate for successful administration of the school.  Serves as a member of the Building Leadership Team, Building Guiding Coalition, and PBIS Team.
  15. Abides by all applicable rules, regulations, policies, and statutes for the position.
  16. Performs other administrative duties as required.

The School District of New Richmond prides itself on a long history of academic excellence and vast programming.  The implementation of a new strategic plan, the growth we are experiencing as a district, and our fearless pursuit of excellence make the district an exciting place to be.  The School District of New Richmond is the largest employer in New Richmond, WI, and consists of over 450 staff and over 3500 students.  New Richmond, Wisconsin, is  located approximately 40 miles east of Minneapolis/St. Paul, and is nicknamed “The City Beautiful” for its trails and parks.

Teacher- Physical Education/Adaptive Physical Education

by

JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal or person designated by the district administrator.

SUPERVISES:
Students, student teachers or others as assigned.

JOB RESPONSIBILITIES:
The classroom teacher shall:
1. Make provisions in the classroom utilizing the philosophy that all children can learn as per mission statement.
2. Teach curriculum as per scope and sequence and/or department curriculum.
3. Modify curriculum as appropriate and as needed in the curriculum review cycle.
4. Provide an appropriate opportunity for students to master the Wisconsin Model Academic Standards.
5. Provide in a timely fashion the necessary documentation for completing the materials adoption process when appropriate.
6. Develop, implement and evaluate personal and professional instructional goals with the assistance of the building principal as part of ongoing staff development.
7. Identify and provide a program of study that meets the individual needs, interests and abilities of students.
8. Prepare for classes assigned and provide written evidence of preparation per building procedures.
9. Guide the learning process toward the achievement of curriculum goals, consistent with the district’s philosophy, and establish clear objectives for all lessons, units, projects and communicate these objectives to students.
10. Strive to implement, by instruction and action, the district’s educational philosophy and instructional goals and objectives.
11. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
12. Encourage students to set and maintain standards of classroom behavior.
13. Develop reasonable rules for classroom behavior and related procedures.
14. Maintain order in the classroom in a consistently fair and just manner.
15. Employ a variety of instructional techniques, instructional media and assessment tools.
16. Assess the accomplishments of students on a regular basis, provide timely feedback to students, and provide progress reports as required.
17. Assess student progress towards mastery of the Wisconsin Model Academic Standards as appropriate.
18. Identify any learning and behavioral difficulties of students on a regular basis, seeking the assistance of district specialists and the Individual Education Team meeting.
19. Take necessary and reasonable precautions to protect students, equipment, materials and facilities.
20. Maintain accurate and complete records as required by law, Board policy and administrative regulation.
21. Assist the administration in implementing Board policies and rules.
22. Encourage parent/guardian involvement by taking an active role and being available to students and parents/guardians for education-related purposes when required or requested to do so under reasonable terms.
23. Maintain effective lines of communication among staff, parents/guardians and supervisors to assist in the education of each child.
24. Serve as a role model by demonstrating a positive attitude, appropriate dress, timeliness, proper preparation and strong work habits.
25. Be responsible for students in his/her charge and for any and all students of the school during the school day and during school functions.
26. Work cooperatively with all staff, promote interdisciplinary collaboration and be supportive of other building/district programs.
27. Take responsibility for staying professionally current.
28. Attend all building faculty, department and Individual Education Plan (IEP) staffings and meetings as required or upon request.
29. Assume all other responsibilities and perform all other duties as assigned by the building principal or person designated by the district administrator.

Teaching & Learning Coordinator – PK-12 Literacy

by

The Teaching & Learning Coordinator – PK-12 Literacy is responsible for working with a team to provide curricular leadership across subject areas under the direction of the Directors of Teaching & Learning with a specific focus on literacy. The Literacy program includes reading, English Language Arts, and disciplinary literacy. The Teaching & Learning Coordinator – PK-12 Literacy, in collaboration with other district departments, assists with the implementation and development of the District Equitable Multi-Level Systems of Supports (EMLSS) framework across all schools and provides knowledge, guidance, and support to braid academic and behavioral systems at the universal tier, selective, and intensive levels to increase student achievement for all students. Position objectives include studying, evaluating, and implementing research-based Literacy curriculum and instruction; providing leadership in the development, articulation, and implementation of instructional programming; improving instructional programming by assisting with program evaluation; assisting in the coordination of relevant professional development; assisting with coordination of Tier II/III supports and services; and coordinating post-secondary readiness opportunities for students.

Teacher – Language Arts (7th Grade)

by

JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

School Social Worker

by

JOB GOAL:

To provide family systems assessment, interventions, and referral to community resources, and act as liaison between the school and human services agencies regarding specific student issues.

ESSENTIAL FUNCTIONS:

SERVICES TO STUDENTS:

Performs casework management for the individual student with the objective of improvement of personal, social, and emotional adjustment.
Specifically addresses student issues surrounding chronic truancy, alcohol/drug abuse, school age parenting, behavioral difficulties, family difficulties, emotional/mental health problems, suicidal behaviors, and other at risk conditions.
Coordinates alcohol and other drug abuse screening, referral, interventions, and aftercare for students with alcohol and other drug abuse issues.
Provides individual and group counseling as needed.  (In depth clinical counseling will be provided outside the school setting and will not be done by school personnel).
SERVICES TO FAMILIES:
Performs casework service with families as an integral component for helping students with adjustment difficulties.
Coordinates and provides parent support activities for families in crisis, for families in need of parenting skills, and for families of special needs students.
Conducts home visits.
Acts as a family resource for referrals to outside agencies.
COLLABORATIVE RESPONSIBILITIES:

Performs case consultation and collaboration with other school personnel.
Collaborates on behalf of the school with social agencies and mental health agencies.
Collaborates, consults with, and serves as a member of  the student support services team.
INTERPERSONAL RELATIONSHIPS:

Demonstrates positive interpersonal relations with students, staff, families and outside agencies.
PROFESSIONAL RESPONSIBILITIES:

Attends conferences and meetings to keep updated in areas of responsibility.
Participates in various community, county, and state activities when available and appropriate.
Maintains association with local and state organizations for School Social Workers.
Represents the school district on relevant interagency committees and projects.
Promotes and provides conditions of confidentiality that relate to privileged information.
Follows the policies and procedures of the school district.
Demonstrates a sense of professional responsibility and continuous improvement efforts.
Assumes agreed upon professionally appropriate responsibilities as they relate to the school.
Attends work regularly.
Communicates effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Performs other related duties as assigned by supervisor.

Teacher – Special Education (18-21 Year Old, Community Program)

by

JOB GOAL: To provide quality, community based education and IEP implementation for 18-21 year old students.

 

ESSENTIAL FUNCTIONS:

Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:

Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.

 

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:

Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.

 

The teacher is expected to establish and maintain a professional relationship with fellow staff members and community partners by:

Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.

 

Professional Development: The teacher is expected to demonstrate professional learning and development by:

Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.