Experience:
No experience
Employment Type:
Full time
Posted:
8/1/2017
Job Category:
Education
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Teacher, Work Experience Coordinator - Harrison (2017-2018)
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, Work Experience Coordinator - Harrison (2017-2018) and Requisition ID number: 51085

Close Date: 11:59 PM on

Organizational Unit: Harrison Education Center (10000034)

Site: Harrison Education Center (0382)

FTE: 1.0 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.

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SUMMARY

Provide quality instruction aligned to the state and national standards. Use a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.

ESSENTIAL FUNCTIONS

* Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.

* Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.

* Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.

* Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.

* Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.

* Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.

Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.

* Assess own instructional effectiveness through the Professional Development Process (PDP).

* Work collaboratively with county Vocational Rehabilitation Counselors to assist in the development of a coordinated student referral process to Rehabilitation Services.

* Disseminate the coordinated student Vocational Rehabilitation referral system to all high schools in MPS and participate in staff development transition activities district wide.

* Work to assist individuals with disabilities to find employment, retain, and upgrade employment.

* Implement system to monitor student’s progress on the job, orient work supervisors/job coaches to student needs and strengths, supervise work sites including district wide CBVT sites, sites developed by the high school, and OJT sites to ensure legal, appropriate, and safe working conditions.

* Increase career-learning opportunities through the development of job shadowing, job tours, post-secondary education tours, and service learning activities.

* Consult with staff, students, parents, and adult service providers regarding appropriate transition-related plans and activities including specific strategies to enhance occupational success of special education students.

* Provide Career and other Transition assessments for the purpose of evaluation or re-evaluation.

* Participate in ongoing and regular staff, team and individual professional development.

* Participate in on-going job embedded professional development.

* Incorporate cultural relevancy into daily instruction and instructional practices.

* Hands-on, project based instruction.

* Collaboration with all Education Support Professionals (ESP).

Education and Experience Guidelines

* Bachelor's Degree from an accredited university.

* Prior successful experience student teaching or teaching in an urban, multicultural education setting.

* Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

* Master's or PhD preferred.

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Work Experience Handicap Coordinator License or Work Based Learning License; or proof of pending approved licensure


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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 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 | Harrison Education Center (10000034) | Harrison Education Center (0382) | 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.