1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY: The Special Education Resource Teacher (SERT) provides support to students with disabilities in the general education program who need special education service.
SERTs provide an array of services through the resource program to enable students with disabilities to meet their Individual Education Plan (IEP) goals in the least restrictive environment. SERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school community. 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: Obtain and demonstrate knowledge of general education curriculum,
including the Grade Level Expectations and State Standards. Consult and/or collaborate with the general education teachers in the areas of backssment, curriculum adaptation, behavior management, and monitoring of student progress of students with disabilities.
Implement Special Education due process guidelines including evaluation of students suspected of or identified as having disabilities, determination of special education eligibility, development of IEPs, and case management. Participate in team planning of IEPs for students with disabilities, including the development of appropriate, measurable, behavioral and instructional objectives. Report student progress toward IEP goals to parents and educational personnel a minimum of three times per year.
Monitor progress of students with disabilities using specified program procedures, and make instructional changes when indicated. Develop, implement, and monitor behavior management programs for students with disabilities who exhibit behavior problems. Develop, implement, and monitor specialized, research-based instructional programs in basic skill areas to meet students’ unique needs. Develop and implement, in collaboration with the transition IEP team, transition evaluations and IEPs prior to transition age (grade 9 or age 14, whichever is first).
Develop proficiency in use of Easy IEP, web-based software, to produce due process paper work including IEPs and Evaluation Reports. Continue professional development in evidenced-based instructional practices through membership in professional organizations, reading of professional journals, and/or attendance at in-service trainings and professional conferences. Prepare and submit program information and reports as requested by Assistant Director of Special Education. Adhere to building policy and procedures. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals.
Work to support and achieve those goals. Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels. Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.
Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. backss students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Regularly backss student learning by using multiple forms of backssment. Facilitate positive interactions between students and teacher, student and peers and student and other adults. Model learning and behavior consistent with the expectations for students. backss own instructional effectiveness through the Professional Development Process (PDP).
Participate in ongoing and regular staff, team and individual professional development. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. Participate in site-based management and shared decision-making. Always keep the students’ needs and rights first and foremost in any educational decision-making. Demonstrate competence in the Minneapolis Standards of Effective Instruction. Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.
MINIMUM QUALIFICATIONS: Education, Training and Experience Bachelor’s Degree from an accredited university. Knowledge of state and federal laws and guidelines for special education services. Working 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. Effective oral and written communication skills. Prior successful experience student teaching or teaching in urban, multicultural education setting. Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
PREFERRED QUALIFICATIONS: Master’s or Ph D LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license - Emotional or Behavioral Disorder (EBD), Academic and Behavior Strategy (ABS), or Learning Disability (LD), or proof of pending approved licensure. PHYSICAL DEMANDS AND WORKING ENVIRONMENT Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material 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. 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, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On FAIR High (10001032) FAIR (0297) Teaching
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. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. 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. backss 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. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. 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 Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensure 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, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply.
Posting Notes: [No Established Closing Date] Webster Elementary (10000109) Webster (0166) Teaching
and one-to-one tutoring setting. Work environment consists of a typical office and classroom environment. Time spent on the computer is approximately 15% time spent on phone is approximately 5%. This role will primarily work out of Literacy Minnesota's Open Door Minneapolis campus at 627 N.
Broadway. This role will primarily be expected to work evenings from 5-8, but occasional daytime availability may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the role. Key Responsibilities of the ESL Teacher: Educational Innovation, Evaluation and Pedagogical Practice Develop daily lesson plans and provide high quality
ABE/ESL instruction for Adult learners. Regularly gather information about students’ goals, challenges, and program satisfaction and make instructional or programmatic adjustments.
backss student learning through a variety of methods, including but not limited to, mandated standardized backssments (CASAS, TABE, etc. ), teacher-created informal backssments, observations, portfolios, checklists, and in-class projects. Plan and implement a strategy for providing effective digital literacy instruction for adult students. Structure class to utilize volunteers and resources to provide optimal learning experience for adult learners. Provide curricular feedback on materials created and published
by Literacy Minnesota. Remain up-to-date on pedological research within the Adult Basic Education field though professional development, conference attendance, or coaching with supervisor.
Program Management and Oversight Adhere to protocols for administering, scoring, and reporting standardized backssments. Ensure classroom instruction meets all Adult Basic Education requirements, including state and federal content standards. Work closely with the Learning Center Coordinator to make sure each student completes the intake process and has a learning plan appropriate to their goals and skills. Maintain student files, document student achievements, record student attendance hours in collaboration with the Learning Center Coordinator.
Volunteer Coordination & Supervisory Oversight - Observe, coach, and supervise classroom volunteers using a variety of methods including, but not limited to, modeling effective instruction, discussing and reflecting on their experience, and recommending additional trainings and resources. Communicate volunteer needs and coordinate scheduling with Learning Center Coordinator. Track volunteer hours in internal database. Other Assist with special projects as needed and as time allows. Support organizational DEI goals by fostering an inclusive environment, and actively participating in and achieving organizational and personal DEI goals.
Required Qualifications: Bachelors in education or related field, or equivalent experience in working with Adult Basic Education. Comprehensive understanding of ESL/ABE and adult learning; through knowledge of effective teaching methods of adult learners. Able to work independently in a collaborative, fast-paced, adaptable environment. Ability to relate effectively with people of other cultures and varying educational backgrounds; ability to respond effectively to individual and cultural needs, as well as learning styles.
Detail-oriented, and skilled in gathering, organizing, and maintaining a wide variety of data. Able to effectively use computers and related technology, or ability to learn. Demonstrated DEI-focused work style, including engagement in organizational and personal DEI goals. Excellent verbal and written communication skills, and experience communicating with a wide variety of populations. Possesses a growth mindset, and ability to modify instruction based on coaching and feedback from peers and supervisor. Ability to work hours required by specific position.
Preferred Qualifications: Masters in ESL, TESOL, Adult Basic Education or related field preferred with a minimum 1 year experience teaching. ESL certification or ABE licensure strongly preferred. Skilled in volunteer mentoring and supervision. Previous experience in a non-profit or educational institution focused on Adult Education, refugee services, or immigrant needs. Previous experience in program management. Multilingual, or experience learning English as a second language. Literacy Minnesota fosters an organizational culture that is welcoming and inclusive to all. We strongly encourage applications from people of color, indigenous peoples, immigrants and refugees, LBGTQ+ individuals and people with disabilities
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. Summary of Position: This is a secondary DPF role supporting programs for students ages 14-21.
Responsible for identifying and/or leading development of standards-aligned curriculum and backssments, designing and leading professional development that focuses on strategies integrating content area instruction, supporting school leadership teams in improving instruction, and increasing the level of technology integration. This position will support the district’s strategic plan and Superintendent’s key goals within a multi-tiered
system of supports. Qualifications: Advanced degree in education or educational leadership (preferred but not required). Valid Minnesota teaching license. A minimum of five years of classroom teaching experience with evidence of culturally responsive pedagogy teaching culturally, linguistically, ethnically diverse students.
Experience A track record of leading students to make significant academic gains (more than a year’s growth in a year’s time). Demonstrated effective leadership and coaching skills in working with adults. Experience with culturally responsive curriculum development, analysis and delivery using effective formative backssment strategies. Experience planning, facilitating,
and evaluating high-quality professional development. Knowledge, Skills, Abilities, and Mindsets: A passion for student achievement, educational equity, racial equity, and culturally responsive practices.
Increase representation of MPS students’ cultures in instructional materials and incorporate culturally relevant teaching strategies. A demonstrated conviction that all students can and will achieve at high levels. Demonstrates courteous and culturally responsive behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes harmonious and effective workplace environment. Knowledge of research and best practices in literacy instruction.
A working knowledge of Social Emotional Learning (SEL) pedagogy and how it intersects with academics. Ability to work collaboratively and creatively with colleagues. Knowledge of and an ability to utilize a variety of current technological tools and student data platforms for communication, planning, and documentation. Ability to synthesize ideas, communicate clearly and succinctly, and design strategies for communicating effectively with internal and external audiences. Position Functions, Duties, Responsibilities: Implement strategies that reduce/eliminate racial disparities in student outcome and course enrollments.
Ensure that strategies for specific students, including English learner support, Special Education services, and advanced learner support are integrated seamlessly into secondary core curriculum and professional development. Lead teams of teachers in developing, vetting, and revising integrated units of study and interim and formative backssments. Lead process of creating/adopting instructional materials which support standards-based teaching and learning and integration of literacy and content. Build the capacity of school leadership teams to support continuous improvement in teaching and learning at the site.
Assume other duties and responsibilities as assigned. There may be times when required to work outside normal business hours and work extended hours to accomplish requirements of the position 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, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: [No Established Closing Date] Special Ed Program 1 (10000966) Davis Center (0001) Teaching
Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. 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. backss 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. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. 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 Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota Art teaching license; or proof of pending approved licensure 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, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On North High (10000075) North (0375) Teaching
1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY: Building Reserve teachers are responsible for providing continued building substitute teaching coverage for daily teacher absences and vacancies at one designated school site in delivering continuity of student instruction, maintaining the safety of students in a respectful environment, and working collaboratively with district staff.
QUALIFICATIONS: - Hold a Bachelor's Degree - Hold a Standard Teaching License (Tier 2 - 4) in any content area/Elementary perferred or have the ability to obtain a tier 1-4 teaching license upon offer. 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: Teach all classes and complete extra duties as assigned.
Supervise students at all times. Complete the lesson plan provided by the teacher.
Enforce the rules of the school and classroom. Straighten the classroom at the end of the assignment. Report to the classroom teacher about student behavior and progress. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. backss students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Regularly backss student learning by using multiple forms of backssment. Facilitate positive interactions between students and teacher, student and peers and student and other adults. Model learning and behavior consistent with the expectations for students.
Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. Participate in site-based management and shared decision-making. Always keep the students’ needs and rights first and foremost in any educational decision-making. Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements. Bargaining Unit: Teachers (MFT) l Selected Candidates are paid on the Teacher Salary Schedule PHYSICAL DEMANDS AND WORKING ENVIRONMENT: Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material 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. 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, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply.
Posting Notes: [No Established Closing Date] Heritage Academy (10001054) Davis Center (0001) Teaching
