5+ years of experience
Concerned about your lack of experience? Learn More...
Employment Type:
Full time
Job Category:
TOSA, Advanced Academics Coordinator (Northeast) - 2017-2018
Minneapolis Public Schools | Minneapolis, Minnesota
Tell Us More About Your Job Preferences
By telling us what you think of this job, we can help find jobs that match your interests. If you want to see more jobs like this, click on the smiley face. Or if this job isn't what you are looking for, click the frowny face. Learn More...

Follow This Company

Job Description

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

Job Title: TOSA, Advanced Academics Coordinator (Northeast) - 2017-2018 and Requisition ID number: 50585

Close Date: 11:59 PM on 04/26/2017

Organizational Unit: Talent Development & Advanced Academics (10001015)

Site: Citywide School Support (0002)

FTE: .6 FTE; 39 weeks; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

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


Summary of Position
Provide instructional leadership in collaboration with the school's principal and ILT for the development and continuous improvement of the advanced programs (IBDP, AP, Concurrent Enorllement/CIS and PESO) at the school. Giude the school community to ensure all stakeholders understand requirements of the programs, graduation and post-secondary options. Advocate for increased student access and successes in all advanced academic programs. Support the MPS Strategic Plan and School Improvement Plan with specific emphasis on standards alignment, curriculum design and delivery, assesment and professional development.



1. Minnesota Teaching License (7-12 subject specific)

2. Advanced degree in Educational Leaderhip or Curriculum preferred


  • At least five years of effecitve instruction teaching wide range of students from diverse background in an urban setting, grades 6-12.
  • Teaching and/or learning in Diploma Programme, Advanced Placement or concurrent enrollment/CIS.
  • Curriculum development, analysis and delivery using effective assessment strategies and IB Standards and Practices.

Knowledge, Skills, Abilities

1. Knowledge of IB autorization and evaluation process (for IB schools only)

2. Detailed understandin of the principles and practices of the Diploma Programme, Advanced Placement, concurrent enrollment/College in the Schools and Post Secondary Education Options.

3. Budget and project management skills.

4. Knowledge of scheduling and ability to manage complex schedules.

5. Strong facilitation, change management and communication skills (both oral and written).

6. Ability to collect, organize and analyze data for instructional and program imporvement.

7. A passion for student achievement, the conviction that all students will learn, and a drive to close the achievement gap between student groups.

Position Functions, Duties and Responsibilities:

General Coordination

1. Participate as member of school instrucitonal Leadership Team.

2. Develop accountability systems and practives at the school level to ensure success of the Adcanced Academics programs.

3. Coordinate administration of all internal and external assessments.

4. Organize CAS and supervise the extended essay (IB only).

5. Coordinate and prepare stakeholders for program evaluations and site visits.

6. Collaborate across all MPS schools to develop teacher leaders, build strong K-12 pathways and ensure curriculum alignment.

7. Represent school and district at local, state, regional and national events and conferences (e.g. MNIB).

Curriculum Review & Development

1. Use student learning and assessment data to monitor and improve inquiry instruction and curriculum effectiveness.

2. Collaborate with school staff to ensure coherent program articulation and vertical teaming.

3. Ensure teachers fully understand subject/course requirements and have a broader understanding of the programs as a whole.

Professional Development

1. Develop, coordinate and monitor school collaboration and professional development plan to include required training, induction, induction of the new staff, PLC and individual teacher coaching support.

2. Facilitate subject area and cross subject area collaboration to ensure veritical articulation between programs.

Guidance and Counseling of Students

1. Assist students in making complex decisions regarding course selection.

2. Collaborate with school counselors to ensure students maintain appropriate balance, course load, stress and suitability for entry into post-secondary options.

3. Support ongoing talent spotting and recruitment of high ability, high talent, and high potential learners into advanced academic courses/programs; make particular effort to recruit and retain students from populations often underrepresented in advanced programs and who may be underachieving.


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 04/26/2017 | Talent Development & Advanced Academics (10001015) | Citywide School Support (0002) | Teaching

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.