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2017-2018 Candidate Pool - TOSA Instructional Specialist
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

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

Job Title: 2017-2018 Candidate Pool - TOSA Instructional Specialist and Requisition ID number: 48941

Site: Locations may vary on a routine basis.

Close Date: No established closing date; open until filled

Full/Part Time: Varies

Union: Teachers(04)

Functional Area: Teaching

This position is a candidate pool and not a specific position at a school or department. This position may require an initial screening interview before being placed into the Candidate Pool. There may not be an available position(s) at the time of application but positions can become available at any time. The candidate pool is used to refer qualified applicants to the site/department with the open position. Human Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.

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


Instructional Specialist


Function: The Instructional Specialist will partner with schools and district leadership to ensure high quality learning happens for all MPS students. He or she plays a key role in enhancing student learning by supporting the Academic Priorities in MPS. He or she will achieve this by:

  • Conducting teacher observations
  • Coaching teams of teachers and individual teachers in practice improvement using the SOEI rubric as a tool for supporting best practice in teaching
  • Support PDPLCs (Professional Learning Communities)
  • Support ILT (Instructional Leadership Team)
  • Support the RTI process (Response to Intervention)

Primary responsibilities:

  • Conduct secondary observations in building – complete focused and short observations following SOEI protocol
  • Provide follow-up coaching with teachers to work towards goals related to SOEI observations and PDPLC goals, including:
    • instructional strategies
    • formative assessment
    • analyzing student work
    • lesson planning
    • selecting and using curricular materials
    • classroom climate
    • organizing content for meaningful learning
    • behavior management
    • facilitate professional development for individual teachers through coaching cycles
    • help teachers align their professional needs with appropriate staff development
    • provide research-based interventions for students based on assessments and student work
  • Communicate and collaborate with district and school personnel
  • Attend bi-weekly Professional Development and training (Fridays)
  • Attend monthly Secondary Observer training focusing on inter-rater reliability and SOEI related topics (some of this is field-based work)

Secondary responsibilities may include:

  • Support Administrative team in planning and implementing PDPLCs*
  • Support Instructional Leadership Team (ILT)*
  • Support continued implementation of Focused Instruction (FI) and benchmark assessments
  • Participate in feedback cycle throughout the school year. This includes feedback from Instructional Supports Manager, Zone Lead, teacher survey, principal survey and evidence-based observations


  • A minimum of 5 years of recent successful classroom experience with demonstrable student achievement results
  • Valid Minnesota teaching license
  • Master’s Degree Preferred
  • Licensure and demonstrated success in at least one of the following: Arts, Elementary, Mathematics, English Language Arts, Health, Social Studies, Science, ESL, Bilingual, Reading, or Special Education or related.
  • Successful completion of the Standards of Effective Instruction (SOEI) certification (to be completed upon hire)
  • Expertise in designing, implementing, and differentiating standards based instruction to accelerate all students’ achievement
  • Ability to use a range of quantitative and qualitative data to enhance all students’ learning
  • Experience in and knowledge of equity principles and cultural competencies to deepen teachers’ application of academic standards
  • Knowledge of the principles and practices of effective, research-based instruction sufficient to analyze, communicate, model, and assess elements of the teaching process
  • Knowledge of district mission, goals, programs, and curricular resources of Minneapolis Public Schools sufficient to support teachers and school sites
  • Strong interpersonal skills with adults and students
  • Ability to establish and maintain trustful, confidential and supportive relationships with teachers to help develop them as professionals
  • Ability to foster collegiality and community among teachers through professional development
  • Ability to encourage multiple perspectives and resolve conflicts as they occur
  • Knowledge of adult learning needs and processes and how to use coaching cycles to maximize growth
  • Proficiency with technology and technology systems

*NOTE: If an IS is split between two sites, the IS will be responsible for balancing service on ILT and in planning PDPLCs (i.e. the IS may coordinate PDPLCs at one building and serve on the ILT at the second building)

SALARY: 1.0, 39 weeks—Teacher salary schedule

FOR MORE INFORMATION, PLEASE CONTACT: Melissa Thaemert Melissa.Thaemert@mpls.k12.mn.us or Andrea Skiba Andrea.Skiba@mpls.k12.mn.us


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: | [No Established Closing Date] | [Varies] | [Varies] | 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.