3-5 years of experience
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Employment Type:
Full time
Job Category:
School Success Program Assistant - FAIR School
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: School Success Program Assistant - FAIR School and Requisition ID number: 42241

Close Date: 11:59 PM on 09/06/2016

Organizational Unit: FAIR Senior (10001032)

Site: FAIR (0297)

FTE: 40 hours/week, 41 weeks; this is based on full-time equivalency with 1.0 being full time

Union: ESP(28)

Functional Area: Paraprofessional

Resume and Cover Letter are mandatory to apply for any position.



Under general supervision, works directly and collaboratively with administrators, school site staff, parents, students, and community service providers to develop comprehensive and inclusive strategies that promote student achievement and school attendance.

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:

  • Develops comprehensive and inclusive strategies to address student achievement and attendance; performs duties within scope of authority and training, and in compliance with MPS policies; duties may vary according to job assignment.
  • Works directly and collaboratively with administrators, school site staff, parents, students, and community service providers to assist in the identification and development of procedures and agreements with schools, community agencies and resources that promote improved student performance in school.
  • Manage partnerships related to FAIR, After School Matters, and FAIR+ and Partnership Programming, including but not limited to:

o Budget maintenance

o Scheduling (students and partners)

o Enrollment and Enrollment verification of students and partnerships

o Data administration and partnership participation logs

o Program outreach development

  • FAIR Plus/After School Matters Program Administration

o Ensure supervision of student and staffing for FAIR Plus programs

o Verify employee hours in FAIR Plus programs

o Federal and state reporting

o Quarterly reports to grant manager

o Facilitate required partnership meetings

o Coordinate partnership and staffing contracts with finance department

  • Ensure FAIR School day and After School Matters, and FAIR+ and Partnership Programming programming is consistent with school goals
  • FAIR Outreach and Marketing

o Create marketing systems for our 15 member districts about FAIR programming

o Facilitate learning and outreach opportunities for 15 member districts

  • Administers MPS school success programs to develop and implement improvement plans that meet MPS goals and result in high-achieving learning environments for all students.
  • Works collaboratively with schools and programs to define and outline the role of school staff in improving student success and performance.
  • Refines and adapts various educational service systems designed to meet the needs of students.
  • Works with staff to identify professional staff development needs by planning, organizing, and facilitating programs that improve staff effectiveness, and are consistent with instructional goals.
  • Evaluates students and student program participation using a variety of assessment tools, and provides guidance and support.
  • Investigates and resolves complaints; responds to inquiries on a wide range of questions about MPS policy, procedures, resources, processes, student evaluation, placement, programs and discipline.
  • Mediates conflicts and provides advocacy services for clients in their interactions with government and community agencies; verifies compliance with agreements and performance standards.
  • Researches and writes grants and proposals for development and expansion of district programs that impact school success for students.
  • Monitors and evaluates student academic progress; assists students in accessing appropriate educational experiences which enhance basic skills; helps students solve personal and family issues; refers students to MPS programs, local community resources and regional community services.
  • Communicates with parents, students and staff to convey pertinent information while maintaining confidentiality of personal information; answers questions, and explains school rules.
  • 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.
  • Other duties as assigned.


Education, Training and Experience Guidelines

Bachelor’s Degree in Education, Social Service, Psychology, or a related field; AND three (3) years of demonstrated educational support experience in an urban educational environment, including group facilitation and conflict resolution; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

  • Applicable policies, procedures and regulations covering specific areas of assignment.
  • Public education issues, procedures, and practices that influence school engagement for youth.
  • MPS policies and procedures for testing, attendance, truancy, special education, and data privacy.
  • State and local rules and regulations covering legal rights of due process and fair procedures.
  • Methods and techniques for working with students with disabilities and special needs.
  • Principles and practices of conflict resolution and negotiation strategies.
  • Specialized MPS and state agency software applications and procedures.
  • Local community resources and regional community services programs.
  • Principles of record keeping and records management.
  • Personal computers utilizing standard and specialized software.

Skill in:

  • Monitoring and improving student behavior and learning skills.
  • Analyzing problems and developing effective solutions.
  • Working with staff, students and families in a large urban school system that deals with complex student issues and economic and cultural diversity.
  • Working effectively with persons of diverse racial and socioeconomic backgrounds.
  • Assessing and prioritizing multiple tasks, projects and demands.
  • Perceiving the needs and concerns of others, interacting in a tactful manner, resolving conflicts, mediating disputes, and building personal skills.
  • Preparing and presenting public reports, and engaging community groups in meaningful dialogue.
  • Assisting children and special needs students, and assessing educational needs.
  • Maintaining composure, and working effectively under stressful conditions.
  • Administering educational and school support programs.
  • Collaborating as a team member, with colleagues, staff and community representatives.
  • Establishing and maintaining cooperative working relationships with co-workers, clients and community agencies.
  • Effective verbal and written communication.


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


Work is performed in a classroom and a general office environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. Jobs in this category may require walking or standing to a significant degree, long periods of working with computers, and working with children.


Bargaining Unit: ESP

Salary: $25.25/hour

FLSA Status: Non-Exempt


Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.


Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On 09/06/2016 | FAIR Senior (10001032) | FAIR (0297) | Paraprofessional

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.