Experience:
1-3 years of experience
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Employment Type:
Full time
Posted:
7/25/2017
Job Category:
Education
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Teacher, District Program Facilitator - School Turnaround
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

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

Job Title: Teacher, District Program Facilitator - School Turnaround and Requisition ID number: 50941

Close Date: 11:59 PM on

Organizational Unit: Associate Superintendent's Office (10000137)

Site: Davis Center (0001)

FTE: 1.0; 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.

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Under general supervision, support school leaders, ILTs, and teachers in enhancing and creating systems that support high quality instruction and a climate of high expectations in turnaround schools (2017-18 school year).

Essential Duties & Responsibilities

  • Train and provide ongoing professional development and support in Responsive Classroom, math instruction, special education best practices, literacy instruction, and/or talent development to staff in several High priority schools in Minneapolis Public Schools (MPS).
  • Provide professional development for all teachers on higher level, rigorous instruction for all students.
  • Monitor, co-teach, and support teachers in the implementation of Responsive Classroom, math interventions, literacy interventions, special education and/or advanced learning instruction.
  • Plan and facilitate parent programs to engage parents in understanding Responsive Classroom, math, literacy, special education, and/or talent development and to support their students in their education.
  • Serve as an essential member of the Instructional Leadership Team and as a professional learning community support.
  • Support teachers in the implementation of effective instruction and assessment strategies to meet students’ differentiated learning styles and needs.
  • Collaborate with teachers in the development and implementation of curriculum.
  • Collaborate with building instructional specialist in implementing tiered instruction and support.
  • Build a profile of students’ strengths to provide appropriate instruction and support which reaches students unique academic and social/emotional needs.
  • Implements the school academic reform programs, special assignments, and educational programs in support of MPS strategic plan goals to develop instructional leadership team meetings.
  • 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 or tasks may be assigned on an as-needed basis
  • At times may be required to work outside normal business hours and work extended hours to accomplish requirements of the position.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Master’s Degree in Education or related field; AND three (3) years of demonstrated classroom experience; one (1) year of which was in a leadership role (i.e. coaching, team leadership); 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.
  • Rules and regulations of the Minnesota Department of Education and other governing agencies.
  • Principles and practices of leadership, school improvement, reform, professional development, instructional planning, and assessment.
  • Statistical software applications, databases and spreadsheets used to manage large data files.
  • Methods for improving student achievement in public education.
  • Principles of record keeping, records management, and management of confidential records.

Skill in:

  • Assessing student instruction.
  • Compiling, manipulating, and analyzing data.
  • Administering school support programs.
  • Establishing and maintaining cooperative working relationships with co-workers.
  • Effective verbal and written communication. Analyzing problems and developing effective solutions.
  • Professional development planning, group facilitation, communications, instructional coaching, and school improvement planning.
  • Using initiative and independent judgment within established procedural guidelines.
  • Assessing and prioritizing multiple tasks, projects and demands.

LICENSE AND CERTIFICATION REQUIREMENTS

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


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

COMMITMENT TO DIVERSITY:
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 | Associate Superintendent's Office (10000137) | Davis Center (0001) | 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.