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Coordinator, Professional Development (PD for Non-Academic Bargaining Groups)
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

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

Job Title: Coordinator, Professional Development (PD for Non-Academic Bargaining Groups) and Requisition ID number: 49605

Close Date: 11:59 PM on

Organizational Unit: Talent Management (10000776)

Site: Davis Center (0001)

FTE: 1.0 FTE; 40 hours/week; this is based on full-time equivalency with 1.0 being full time

Union: AMP(42)

Functional Area: Administrative

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


Under general supervision, coordinates planning, development, implementation and monitoring of the district professional development plan in alignment with the District’s mission, vision, strategic plan, and workforce development priorites.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Coordinates and facilitates the development of professional learning in collaboration with professional staff, departments, programs and administrators in alignment with the District vision, mission, and goals.
  • Provides leadership for summer institutes and professional conferences, professional development for staff as required.
  • Plans and facilitates the District Professional Development Advisory Committee.
  • Assesses, reviews, and implements policies and guidelines from Federal and State agencies.
  • Applies standards, current research, and emerging trends in professional development to support the continuous improvement of professional learning.
  • Gathers and compiles data; assists MPS staff in analyzing and interpreting data in order to implement programs.
  • Develops, delivers, and evaluates training programs (including on-line courses, self-study, and blended learning opportunities) for support, professional, and managerial staff.
  • Maintains communication related to professional development programs via newsletters, webpages, and other communication.
  • Demonstrates courteous and cooperative behavior when interacting with 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.

Education, Training and Experience Guidelines

Bachelor’s Degree in Training and Development, Human Resources, Communications or related field; AND three (3) years of strategic planning and professional development/learning & development experience; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

  • Rules and regulations of the Minnesota Department of Education and other governing agencies.
  • Federal, state and local codes and regulations governing staff development programs and services.
  • Principles and practices of professional development, leadership, school improvement, reform, instructional planning, and assessment.
  • Principles of adult learning.
  • Principles of office management/workflow processes.
  • Customer service and public relations methods and practices.

Skill in:

  • Interpreting and applying applicable Federal, state and local rules and regulations; and MPS policies.
  • 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.
  • Strong ability to build and maintain effective working relationships with co-workers and clients.
  • Operating a personal computer utilizing standard and specialized software.
  • Excellent written and oral communication skills.

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

Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.


  • Bargaining Unit: AMP
  • Grade: 59
  • FLSA Status: Exempt


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 | Talent Management (10000776) | Davis Center (0001) | Administrative

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.