MASA Jobsite Online

Minnesota Association of School Administrators

Wisconsin

Teacher- Library Media Specialist

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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.

Teacher- English Language Learners (ELL)

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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 Counselor (Elementary)

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JOB FUNCTION:
As a school counselor, his/her primary function shall be to assist students in reaching their potential and assist them in developing positive and realistic self-concepts.

JOB RESPONSIBILITIES:
Duties and responsibilities include:
1. Development and management of our comprehensive school counseling program.
2. Individual and group counseling.
3. Student planning.
4. Preventive and responsive services.
5. Collect, interpret and utilize student and school data.
6. Collaborate and communicate effectively with students, parents, educators and the community.
7. Maintain accurate (and current) student records.
8. Leadership role in our school improvement plan.
9. Demonstrates ability to work well in a team, especially with parents and community members.
10. Analytical problem solver with a basic understanding of data analysis.
11. Ability to focus when presented with a wide variety of tasks.
12. Maintain a professional demeanor.
13. Collaborate with staff and colleagues at school-wide, grade-level, and content-level meetings.
14. Participate in professional growth by being a reflective practitioner.
15. Maintain flexibility when faced with challenges.

REPORTS TO:
Building principal and director of Student Services.

 

Teacher – Speech & Language Pathologist

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1.0 FTE

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.

Teacher – Special Education-Transition Coordinator

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1.0 FTE

JOB GOAL:

Under the direction of the Student Services Department/Building Principal, the Transition Coordinator will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The Transition Coordinator will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success.

 

ESSENTIAL FUNCTIONS:

The Transition Coordinator will:

Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
Develop curriculum, design and implement lesson plans, and assess student progress.
Disseminate information to staff, students, and parents regarding student needs, progress, and resources.
Coordinate transition activities for college, career, and community readiness.
Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration.
Facilitate referral, application, eligibility process for student and families to adult service providers.
Assist with alignment of the transition continuum of services at the secondary level.
Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.
Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.
Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities.
Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).
Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students.
Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.

 

PROFESSIONAL DEVELOPMENT:

The Transition Coordinator is expected to demonstrate professional development by:

Participating actively in inservice programs and opportunities that increase skills.
Keeping abreast of professional development in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc.
Serving on District committees, task forces, work groups, etc., as requested.

REPORTS TO: Student Services Department / HS Building Principal or Associate Principal

 

Teacher – Technology Education/Computer Science

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.