Education America Network Jobs RSS Feed http://www.educationamerica.net Education America Network RSS Feed en-us Assistant Teacher at Wee Pals Child Care Center, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2268573 Must have 12 credits of post secondary education (such as sociology, psychology, health, education, etc) to be eligible for this position.... http://jobsearch.educationamerica.net/index.phtml?a=v&j=2268573 Academic Support Teachers at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250214 Anoka-Hennepin School District is seeking qualified applicants for the following position(s):Academic Support Teachers Part timePart-Time - Casual hrs as neededSteps of Success Homes Program Supervise the academic progress for students in a structured group home setting Duties: tutoring students to help achieve success in their current course enrollment and facilitating a credit recovery structure to provide students an opportunity to earn credit toward courses in which they were not previously successful Work with staff at the home setting and the necessary district-level staff to coordinate credit recovery opportunities for the students.Minimum Qualifications: Requires current MN teaching license Experience working with 14-18 year old at-risk youth Possess understanding of various learning styles and teaching strategies Ability to use computers.Rate of Pay: Paid hourly according to Lane & Step on teacher's salary schedule to a maximum of $33.00.APPLICATIONS FOR THIS POSITION ARE ACCEPTED YEAR-ROUNDPOSITIONS ARE FILLED AS NEEDED. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250214 Targeted Services Teachers at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250216 Anoka-Hennepin School District is seeking qualified applicants for the following position(s):Targeted Services Teachers Part-Time - Casual hours as needed Duties: Work with Elementary students and Middle School students in the areas of Math and Reading before and/or after school 1 to 2 hours per day.Minimum Qualifications: Requires current MN teaching license.Rate of Pay: Paid hourly according to Lane & Step on teacher's salary schedule to a maximum of $33.00; work student contact days onlyAPPLICATIONS FOR THIS POSITION ARE ACCEPTED YEAR-ROUNDPOSITIONS ARE FILLED AS NEEDED. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250216 Substitute Teacher at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250213 Anoka-Hennepin School District is seeking qualified applicants for the following position(s):Substitute Teacher TEACHER SUBSTITUTESDay to day subbing (on-call)Substitute Teacher Substitute ECFE Teacher Substitute Teacher Nurse Minimum Qualifications:Substitute Teacher Requires current MN teaching licenseWe accept the Standard 5 year Short Call Substitute licenseWe accept the Limited 2 year Short Call Substitute licenseSubstitute ECFE Teacher Requires current MN teaching license in Early Childhood Education and BA degreeMust be able to lift a minimum of 35 poundsSubstitute Teacher Nurse Requires current MN teaching license - Licensed School Nurse (LSN).Rate of Pay: Substitute Teacher $135.00 / casual substitute teaching prorated at half days or full days $145.00 / Experienced Substitute - prorated at half days or full days (retired Anoka-Hennepin Teachers, Current Anoka-Hennepin Teachers on non-medical unpaid leaves of absence, Current Anoka-Hennepin Teachers on part-time contract who sub during non-duty time) Substitute ECFE Teacher $17.55 / hour http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250213 Homebound Teachers at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250199 Anoka-Hennepin School District is seeking qualified applicants for the following position(s):Homebound Teachers Part-Time - Casual hrs as neededCombination of home visiting and/or other communicationsDuties: Direct work with students as necessary for Elementary sites, Secondary sites and Special Ed K-12.Minimum Qualifications: Requires current MN teaching license Paid hourly according to Lane & Step on teacher's salary schedule to a maximum of $33.00; work student contact days onlyAdditional information: call Barb Janas at 763-506-1559APPLICATIONS FOR THIS POSITION ARE ACCEPTED YEAR-ROUNDPOSITIONS ARE FILLED AS NEEDED. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250199 Night School Teachers at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250215 Anoka-Hennepin School District is seeking qualified applicants for the following position(s):Night School Teachers Part-Time - Casual hours as neededTeach Wednesday nights, hours 5:00 pm to 8:45 pm for 9 months, plus summer school opportunities Steps of Success Homes Program Supervise the academic progress for students in a structured group home setting Duties: Provide instruction in Grade 9-12 to students who are credit deficient.Teach in the areas of: English, Social Studies, Math, Science, Health and Phy Ed.Minimum Qualifications: Requires current MN teaching license Experience working in an alternative setting Ability to differentiate instruction preferred.Rate of Pay: Paid hourly according to Lane & Step on teacher's salary schedule to a maximum of $33.00; work student contact days onlyAPPLICATIONS FOR THIS POSITION ARE ACCEPTED YEAR-ROUNDPOSITIONS ARE FILLED AS NEEDED. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250215 Driver's Ed Teachers at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250198 Anoka-Hennepin School District is seeking qualified applicants for the following position(s): Driver's Ed Teachers Part-Time - Casual hours as needed (paid on letters of agreement)Minimum Qualifications: Requires Driver's Ed License; good driving record.Applications will be accepted on an on-going basis. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250198 Behind the Wheel/Driver's Safety Teachers - ESA at Anoka-Hennepin School District #11, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250196 Anoka-Hennepin School District is seeking qualified applicants for the following position(s): Behind the Wheel/Driver's Safety Teachers - ESA Behind the Wheel/Driver's Safety Teachers - (Extra Services Agreement) Afternoons / nights / weekends, hours vary.Duties include: Instruct students for the purpose of developing driving skills and knowledge pertaining to rules of the road Manage student behavior for the purpose of providing a safe learning environment Maintain and prepare all necessary records and reports.Minimum Qualifications: Requires current MN Teaching License - Driver and Safety Ed License, Valid MN driver's license, and satisfactory driving record required.Rate of Pay: (extra services agreements)$27.50/hour during the 16-17 school year.$28.00/hour during the 17-18 school year.Applications will be accepted on an on-going basis. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2250196 Teacher, Social Studies (2017-2018 Candidate Pool) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235439 Minneapolis Public Schools invites applications for the following position(s) Teacher, Social Studies (2017-2018 Candidate Pool) Site: Davis Center (0001) FTE: null; this is based on full-time equivalency with 1.0 being full timeUnion: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplinesESSENTIAL 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license in Social Studies 5-12 or 7-12, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235439 Teacher, Adult Basic Education at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235232 Minneapolis Public Schools invites applications for the following position(s) Teacher, Adult Basic Education (Hourly) 2016-2017 Site: Locations may vary on a routine basis.Union: ABE Teachers(06)This position is a candidate pool and not a specific position at a school or departmentThis position may require an initial screening interview before being placed into the Candidate PoolThere may not be an available position(s) at the time of application but positions can become available at any timeThe candidate pool is used to refer qualified applicants to the site/department with the open positionHuman 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.Minneapolis Public Schools Adult Basic Education Program is seeking qualified applicantsAdult ESL Teacher, GED Teacher, Evening Reserve (Substitute) TeacherTime:6:00 - 9:00 pmMonday - Thursday (positions are often shared -- two evenings per teacher)Requirements: Current Minnesota teaching license Teaching Experience Must demonstrate an ability to interact effectively with people of diverse backgrounds Good computer skillsQualifications of Interest: Experience teaching English to adults Experience teaching GED Experience and training in Adult Basic Education Fluency in a second language is helpful Expertise in working with learning disabilities (especially reading) ABE Teaching LicenseHourly pay is $28/hr Prep time is provided as well. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235232 Teacher, Special Education (SERT) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235249 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education (SERT) Site: Hall (0287) Union: Teachers(04) The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235249 Teacher, Bilingual/Bicultural (Spanish) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235246 Minneapolis Public Schools invites applications for the following position(s) Teacher, Bilingual/Bicultural (Spanish) Site: Sheridan (0161) Union: Teachers(04) SUMMARY: Teach elementary to bilingual bicultural students with designated language fluencyThe teacher must have a breadth of strategies to work with ELL students to support their academic success in the classroomCollaborate with other ELL teachers, bilingual teachers and other staff as well as parents and other agencies involved in the schoolThe teacher must be able to communicate effectively with parents and mainstream teachers, as well as be able to translate effectively during conferences and other parent events.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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensureThe teacher must be fluent in English and designated languageMust hold either the Bilingual/Bicultural license or have passed the ACTFL exam at an "advanced" or "superior" level. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235246 Teacher, Special Education - SERT at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235399 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - SERT Site: Hall (0287) Union: Teachers(04) SUMMARY The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235399 Occupational Therapist Apply now Apply now at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235396 Minneapolis Public Schools invites applications for the following position(s) Occupational Therapist Site: Locations may vary on a routine basis.Union: Teachers(04) This position is a candidate pool and not a specific position at a school or departmentThis position may require an initial screening interview before being placed into the Candidate PoolThere may not be an available position(s) at the time of application but positions can become available at any timeThe candidate pool is used to refer qualified applicants to the site/department with the open positionHuman 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.SUMMARYOccupational Therapists (O.T.s) in the educational setting are responsible for providing appropriate occupational therapy intervention services designed to enhance the student's potential for learningThey assist the student in acquiring those functional performance skills needed to participate in, and benefit from, the educational environment, and to help the student function independentlyOccupational therapists work to improve develops, restore, or maintain a child's active participation, self-maintenance, work, and leisure and play in educational environmentsTheir role includes assessment and planning, goal development, implementation, and monitoring for students receiving special educationOccupational therapists are considered related service personnel as is consistent with state and federal law.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential duties and responsibilities may include, but are not limited to, the following: Conduct appropriate evaluation procedures for students with special needs and communicate the results and recommendations to educational staff and families through written reports and verbal communication Provide re-evaluation of students focusing on areas of need at intervals determined to be educationally relevant Participate in meetings as a member of the interdisciplinary team Participate in the development of Individual Education Plans, Individual Family Service Plans, or Individual Interagency Intervention Plans for children found to have special education needs Complete documentation that is professional, efficient, and accountable and conforms to state and district policy Provide direct and indirect occupational therapy to children with educational needs in educational environments.The focus of these services may include but are not limited to a child's Activities of daily living Classroom work and productive activities Accommodations and/or adaptations Play or leisure activities Sensorimotor components of performance Cognitive integration and cognitive components of performance Psychosocial skills and psychological components of performance Supervise Occupational Therapist Assistants Train and monitor educational staff that carry out indirect therapy programs Provide consultation to the educational system regarding student needs, professional needs, and system needs in order that the district may achieve its goals and objectives Collaborate with other school personnel and families regarding occupational therapy and children's needs Promote occupational therapy in the larger community Travel to and among schools or community sites to provide services Lift, transfer and position children and equipment as necessary to provide occupational therapy Work within case manager systems where relevant Maintain and be accountable for the therapy inventory and equipment used with students Participate in professional growth activities and continuing education opportunities Participate in Third Party billing for those students who are eligible Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goalsWork 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 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 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 Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.MINIMUM QUALIFICATIONS: Education, Training, and Experience Guidelines Bachelor's, Master's or Doctorate in occupational therapy from a school accredited by the American Occupational Therapy Association Minnesota State Licensure as an Occupational Therapist Certification from the National Board for Certification in Occupational Therapy Previous work experience with children or in a school setting is beneficial Prior successful experience in urban, multicultural education desirable Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development 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. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235396 Teacher, Elementary (4th Grade) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235248 Minneapolis Public Schools invites applications for the following position(s) Teacher, Elementary (4th Grade) Site: Locations may vary on a routine basis.Union: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplinesESSENTIAL 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 goalsWork to support and achieve those goals.* Assess own instructional effectiveness through the Professional Development Process (PDP)Participate in ongoing and regular staff, team and individual professional development.Education Training and Experience * 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 REQUIREMENTSA valid Minnesota teaching license; or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235248 Teacher, Special Education - (Online Learning / Contract Alternatives) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235319 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - (Online Learning / Contract Alternatives) Site: Davis Center (0001) Union: Teachers(04) SUMMARY This position may be combined with a Special Education teaching position with Heritage to create a full-time 1.0 FTE positionThe Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235319 Teacher, Special Education - Early Childhood Special Education at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235341 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - Early Childhood Special Education Site: Locations may vary on a routine basis.Union: Teachers(04) This position is a candidate pool and not a specific position at a school or departmentThis position may require an initial screening interview before being placed into the Candidate PoolThere may not be an available position(s) at the time of application but positions can become available at any timeThe candidate pool is used to refer qualified applicants to the site/department with the open positionHuman Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.This position is a candidate pool and not a specific position at a school or departmentThis position may require an initial screening interview before being placed into the Candidate PoolThere may not be an available position(s) at the time of application but positions can become available at any timeThe candidate pool is used to refer qualified applicants to the site/department with the open positionHuman 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.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235341 Teacher, Media at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235411 Minneapolis Public Schools invites applications for the following position(s) Teacher, Media Site: Keewaydin (0134) Union: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplinesESSENTIAL 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license in Media K-12; or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235411 Teacher, Special Education - Resource at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235265 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - Resource Site: FAIR (0297) Union: Teachers(04) SUMMARY: The Special Education Resource Teacher provides support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs 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 skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license or proof of pending approved licensure.SALARY: Teacher Salary Schedule 38 weeks http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235265 Teacher, Special Education (SERT) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235250 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education (SERT) Site: Northrop (0152) Union: Teachers(04) The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235250 Teacher, Art (2017-2018 Candidate Pool) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235438 Minneapolis Public Schools invites applications for the following position(s) Teacher, Art (2017-2018 Candidate Pool) Site: Davis Center (0001) FTE: null; this is based on full-time equivalency with 1.0 being full timeUnion: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplinesESSENTIAL 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license in Art; or proof of pending approved licensure. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235438 Candidate Pool - Teacher, Reserve at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235245 Minneapolis Public Schools invites applications for the following position(s) 2016-2017 Candidate Pool - Teacher, Reserve Site: Locations may vary on a routine basis.Union: Sub/Reserve Teacher(33)This position is a candidate pool and not a specific position at a school or departmentThis position may require an initial screening interview before being placed into the Candidate PoolThere may not be an available position(s) at the time of application but positions can become available at any timeThe candidate pool is used to refer qualified applicants to the site/department with the open positionHuman 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.SUMMARY: Minneapolis Public Schools is currently accepting applications for reserve/sub teacher positionsAs a valued member of the District, reserve teachers are responsible for providing continuity of student instruction, maintaining the safety of students in a respectful environment, and working collaboratively with district staff.ESSENTIAL FUNCTIONS:Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 MINIMUM QUALIFICATIONS: A valid Minnesota teaching license in any content area or a valid short-call license Prior successful experience in urban, multicultural education desirable Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development 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.SALARY:MFT Local 59 Reserve Teacher rate $20.00 per hour. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235245 Teacher, Special Education- Autism at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235322 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education- Autism Site: Davis Center (0001) Union: Teachers(04) ESSENTIAL FUNCTIONS: Coach teachers and staff on the implementation of evidence based practices for students with Autism Educate and consult with regular and special education teachers, principals and parents to help them understand and build a repertoire of strategies Observe children with Autism Spectrum Disorders (ASD) as part of team involvement/consultation Attend regional and state Autism meetings and conferences, providing current information and resources to staff and parents Participate on assessment teams as needed Provide consultative, indirect, and/or direct services as needed Provide district-wide professional developmentMINIMUM QUALIFICATIONS: Education, Training and Experience Bachelor's Degree from an accredited university Ability to perform (once trained) physical intervention in a safe and professional manner in accordance with district policies and models endorsed by established accrediting agencies (e.gCrisis Prevention Institute) 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in ASD (Austism Spectrum Disorders) or ABS (Academic Behavior Specialist) http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235322 Teacher, Music at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235408 Minneapolis Public Schools invites applications for the following position(s) Teacher, Music Site: Lucy C Laney at Cleveland Park (0282) Union: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplinesESSENTIAL 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235408 Teacher, ESL at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235247 Minneapolis Public Schools invites applications for the following position(s) Teacher, ESL (2017-2018 Candidate Pool) Site: Davis Center (0001) FTE: null; this is based on full-time equivalency with 1.0 being full timeUnion: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines.ESSENTIAL FUNCTIONS * Conduct ongoing formal and informal assessment of students English Language Proficiency Levels.* Prepare and conduct lessons for student whose English language skills range from beginning to advance using appropriate materials and techniques in order to meet Minnesota English Language Proficiency Standards.* Collaborate with regular education teachers to plan curriculum and jointly support content learning.* Collaborate with school staff and leadership concerning the development, implementation and evaluation of best practices and instructional strategies for ELL students to attain high academic achievement according to District and State Standards.* Facilitate the process of exiting students from the ELL program.Education Training and Experience * 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 REQUIREMENTS* A valid Minnesota teaching license; or proof of pending approved licensure. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235247 Teacher, Special Education (SERT) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235311 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education Site: 800 West Broadway (0006) Union: Teachers(04) SUMMARY The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235311 Teacher, Special Education (SERT) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235299 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education (SERT) Site: Pratt (0156) Union: Teachers(04) SUMMARY The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school communityMust be able to work with students in a collaborative setting or as a resource teacherDuties include: maintain due process compliance with students on IEP's, coordinate and facilitate meetings with parents and regular edstaff and students, participate in weekly Child Study team meetings and other special education meetings, work with special edstaff on schedule that meets the needs of students on IEP's, work closely with staff regarding students on caseload and help make appropriate modifications and accommodations when needed on the work assigned, be an advocate for students on the caseload.ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skillsThis list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this classEmployees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hoursFactors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential functionEssential 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 assessment, 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 goalsWork 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 appropriateSelect, 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 Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs Regularly assess student learning by using multiple forms of assessment 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 Assess 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: 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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in EBD or LD, or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235299 Teacher, Special Education - Resource at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235387 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - Resource (2016-2017 School Year) Site: Roosevelt (0360) Union: Teachers(04) SUMMARY: The Special Education Resource Teacher provides Federal Setting I and II support to students with disabilities in grades K-12 in the general education program who need special education serviceSERTs 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 environmentSERTs 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: 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.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 PhDLICENSE AND CERTIFICATION REQUIREMENTSA valid Minnesota teaching license in EBD & LD, or proof of pending approved licensure. http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235387 Teacher, Music - Vocal (2017-2018 Candidate Pool) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235417 Minneapolis Public Schools invites applications for the following position(s) Teacher, Music - Vocal (2017-2018 Candidate Pool) Site: Davis Center (0001) FTE: null; this is based on full-time equivalency with 1.0 being full timeUnion: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay 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.* 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235417 Teacher, Special Education - EBD (2017-2018 Candidate Pool) at Minneapolis Public School District, MN http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235446 Minneapolis Public Schools invites applications for the following position(s) Teacher, Special Education - EBD (2017-2018 Candidate Pool) Site: Davis Center (0001) FTE: null; this is based on full-time equivalency with 1.0 being full timeUnion: Teachers(04) SUMMARY Provide quality instruction aligned to the state and national standardsUse a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learningRigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarshipMay 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.* 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 goalsWork to support and achieve those goals.* Assess 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 PhD preferred.LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensure http://jobsearch.educationamerica.net/index.phtml?a=v&j=2235446 !!!!!!!!!!!!!!!