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School Success Program Assistant (Bilingual Somali) - Marcy (2017-2018)
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

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Job Title: School Success Program Assistant (Bilingual Somali) - Marcy (2017-2018) and Requisition ID number: 49561

Close Date: 11:59 PM on 05/19/2017

Organizational Unit: Marcy Open School (10000071)

Site: Marcy Open (0226)

FTE: 20 hours/week; 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.


* Work 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.

* Develop comprehensive and inclusive strategies to address student achievement and attendance; monitor and evaluate student academic progress; assist students in accessing appropriate educational tools which enhance basic skills; help students solve personal and family issues; refer students to MPS programs, local community resources and regional community services.

* Mediate conflicts and provide advocacy services for clients in their interactions with government and community agencies; investigate and resolve complaints; respond to inquiries on a wide range of questions about MPS policy, procedures, resources, processes, student evaluation, placement, programs and discipline.

* Work with staff to identify professional staff development needs by planning, organizing, and facilitating programs that improve staff effectiveness, and are consistent with instructional goals.

* Research and write grants and proposals for development and expansion of district programs that impact school success for students.

* Communicate with parents, students and staff to convey pertinent information while maintaining confidentiality of personal information; answer questions, and explain school rules.

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. Principles and practices of conflict resolution and negotiation strategies.

* Methods and techniques for working with students with disabilities and special needs.


Bachelor's Degree in Education, Social Service, Psychology, or related field AND three years of educational support experience in an urban educational environment; including group facilitation and conflict resolution.


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 race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On 05/19/2017 | Marcy Open School (10000071) | Marcy Open (0226) | 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.