1-3 years of experience
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Employment Type:
Full time
Job Category:
Associate Educator- Transitions Plus
(This job is no longer available)
Minneapolis Public Schools | Minneapolis, MN
Grad Date

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Job Description

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

Job Title: Associate Educator- Transitions Plus and Requisition ID number: 51305

Close Date: 11:59 PM on 08/17/2017

Organizational Unit: Transition Plus (10000102)

Site: Transition Plus (0380)

FTE: 0.75; this is based on full-time equivalency with 1.0 being full time

Union: ESP(28)

Functional Area: Paraprofessional

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



Under general supervision, assists students in school classrooms with educational programs and assignments, provides assistance to Teachers as directed, and assists students with after-school and special education programs, and special events.


*Assist teachers and staff in educational functions and other services to maintain a safe, diverse and productive learning environment; work with students to reinforce classroom learning, educational programs and improve personal skills.

*Assist students in learning processes; reinforce positive behavior, provide individual instruction, encourage socialization and positive communication.

*Monitor and supervise student activities; promote respect, support diversity, explain social norms and disciplinary consequences, de-escalate personal confrontations, and enforce District policies and rules of conduct.

*Monitor students, and record data for academic and behavioral assessments; maintain files, and keeps records of student progress and activities; assure all required written reports are completed and submitted.


Behavior Resource: Assist in maintaining student discipline. Assist school administration in communicating to school and parents appropriate intervention for students.

Bilingual - {Hmong-Oromo-Somali-Spanish}: Assist licensed staff as an interpreter to facilitate the provision of health, education, or other services to non-English speaking, limited English speaking and/or bilingual/bicultural community members.

Community Resource: Assist in promoting the school or program by providing information to parents, visitors, and students.

Interpreter for Hearing Impaired: Provide sign language interpreting/translating services for deaf/hard of hearing students.

Media Resource: Perform a variety of duties assisting licensed personnel in the Media Center.

Professional Development Process (PDP) Mentor: Coordinate the development and implementation of the EASRP mentoring process and provide professional development support.

No Child Left Behind/Elementary and Secondary Education Act (NCLB/ESEA Support: Assist with the implementation, training, and data coordination to ensure compliance with Federal legislation relating to positions funded through the use of ESEA Title 1 funds.

Special Education Bilingual: Interpret and translate information related to the educational programming for students who have both Special Education and English Language Learner needs. Requires oral/written fluency in English and a second language.

Title 1 Computer Resource: Provide support in the computer lab.

Transportation Resource: Establish and provide transportation needs and MPS guidelines related to students and district transportation.

Truancy: Assist licensed personnel with attendance and truancy procedures. Provide support to students with attendance issues.


AA degree or completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment AND two years or experience working with children.


First Aid, CPR, AED and Crisis Prevention Intervention (CPI) training may be required.


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 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 08/17/2017 | Transition Plus (10000102) | Transition Plus (0380) | Paraprofessional

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.