Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. ESSENTIAL FUNCTIONS Have a working knowledge of and implement the Minnesota State Standards and the District Graduation
Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. backss students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability
fair/developmentally appropriate. Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. Education and Experience Guidelines Bachelor's Degree from an accredited university. Prior successful experience student teaching or teaching in an urban, multicultural education setting.
Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Master's or Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota Science teaching license; or proof of pending approved licensure Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.
Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On North High (10000075) North (0358) Teaching
full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. ESSENTIAL FUNCTIONS Have a working knowledge of and implement the Minnesota State
Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. backss students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Create lessons and learning environments that are safe, respectful and interesting as well
as multicultural/gender and ability fair/developmentally appropriate.
Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. Education and Experience Guidelines Bachelor's Degree from an accredited university. Prior successful experience student teaching or teaching in an urban, multicultural education setting.
Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Master's or Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota Physical Education teaching license; or proof of pending approved licensure Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.
Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply.
Posting Notes: 12:01 AM On Anishinabe Academy (10000004) Anishinabe (0225) Teaching
equivalency with 1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. Summary of Position: The Elementary Interventionist is responsible for delivering Tier 2 and Tier 3 district identified Math and/or Literacy Interventions to students who have been identified using the data-based decision making component of an MTSS framework.
The Elementary Interventionist will lead and work closely with the Interventionist Associate Educators in their building. Essential Functions/Responsibilities: Participate in team-based processes that include building administrator(s) and teachers to analyze data and identify students
who need intervention, match interventions to students’ needs, communicate with parents, and evaluate students’ progress. Use district- approved interventions and provide direct instruction to students.
Record and analyze progress-monitoring data within edu CLIMBER to determine whether students are making adequate progress and when to continue, intensify, or discontinue an intervention. Routinely collaborate with classroom teachers and families about student progress. Attend district-facilitated professional development sessions. Other duties as assigned. Knowledge/Skills/Abilities: Knowledge of MTSS, specifically the backssment and data-based decision making components. Knowledge of
MN ELA and Mathematics Standards. Works collaboratively with school-based administrators and classroom teachers to effectively implement evidence-based practices for literacy and/or math instruction and tiered interventions to support all students.
Develops a working climate that promotes a trusting, professional relationship and collaboration with all adults in the building to meet the needs of students. Ability to administer district-approved backssments (screeners, diagnostics, and progress monitoring) in literacy and mathematics. Experience in and knowledge of equity principles and cultural competencies of academic standards and the district's mission, goals, programs, and curriculum and sites (ie: Best practices PD by Indian Education or PD with OBSA) Qualifications: Valid Minnesota Elementary Teaching License Has taken or is willing to participate in math professional development, such as: Fast Bridge certifications, Bridges Core, Bridges Intervention.
Has taken or is willing to participate in literacy professional development, such as: Fast Bridge certifications, Groves Learning Organization training, PRESS training, dyslexia training, LETRS training. Qualifications - Dual Language Proficient in English and Spanish Able to read and write in English & Spanish Preferred Qualifications: One of the following: K-12 Reading Teacher License K-12 Learning Disabilities Teacher License Grade Levels this position supports: K-5 Final candidates may be invited to interview with a committee.
Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body.
Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On Anishinabe Academy (10000004) Anishinabe Academy (0225) Teaching
weeks ; this is based on full-time equivalency with 1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. Positions available in grades 2nd, 3rd, and 4th SUMMARY Provide quality instruction aligned to the state and national standards.
Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning. Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction
across disciplines. ESSENTIAL FUNCTIONS Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. backss students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet
those needs. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.
Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. Education and Experience Guidelines Bachelor's Degree from an accredited university.
Prior successful experience student teaching or teaching in an urban, multicultural education setting. Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Master's or Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota Elementary teaching license; or proof of pending approved licensure Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.
COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status.
Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: [No Established Closing Date] Anishinabe Academy (10000004) Anishinabe (0225) Teaching
1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY: The Special Education Resource Teacher (SERT) provides support to students with disabilities in the general education program who need special education service.
SERTs provide an array of services through the resource program to enable students with disabilities to meet their Individual Education Plan (IEP) goals in the least restrictive environment. SERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school community. ESSENTIAL FUNCTIONS:
Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class.
Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following: Obtain and demonstrate knowledge of general education curriculum,
including the Grade Level Expectations and State Standards. Consult and/or collaborate with the general education teachers in the areas of backssment, curriculum adaptation, behavior management, and monitoring of student progress of students with disabilities.
Implement Special Education due process guidelines including evaluation of students suspected of or identified as having disabilities, determination of special education eligibility, development of IEPs, and case management. Participate in team planning of IEPs for students with disabilities, including the development of appropriate, measurable, behavioral and instructional objectives. Report student progress toward IEP goals to parents and educational personnel a minimum of three times per year.
Monitor progress of students with disabilities using specified program procedures, and make instructional changes when indicated. Develop, implement, and monitor behavior management programs for students with disabilities who exhibit behavior problems. Develop, implement, and monitor specialized, research-based instructional programs in basic skill areas to meet students’ unique needs. Develop and implement, in collaboration with the transition IEP team, transition evaluations and IEPs prior to transition age (grade 9 or age 14, whichever is first).
Develop proficiency in use of Easy IEP, web-based software, to produce due process paper work including IEPs and Evaluation Reports. Continue professional development in evidenced-based instructional practices through membership in professional organizations, reading of professional journals, and/or attendance at in-service trainings and professional conferences. Prepare and submit program information and reports as requested by Assistant Director of Special Education. Adhere to building policy and procedures. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals.
Work to support and achieve those goals. Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels. Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.
Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. backss students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Regularly backss student learning by using multiple forms of backssment. Facilitate positive interactions between students and teacher, student and peers and student and other adults. Model learning and behavior consistent with the expectations for students. backss own instructional effectiveness through the Professional Development Process (PDP).
Participate in ongoing and regular staff, team and individual professional development. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. Participate in site-based management and shared decision-making. Always keep the students’ needs and rights first and foremost in any educational decision-making. Demonstrate competence in the Minneapolis Standards of Effective Instruction. Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.
MINIMUM QUALIFICATIONS: Education, Training and Experience Bachelor’s Degree from an accredited university. Knowledge of state and federal laws and guidelines for special education services. Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective. Effective oral and written communication skills. Prior successful experience student teaching or teaching in urban, multicultural education setting. Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
PREFERRED QUALIFICATIONS: Master’s or Ph D LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license - Emotional or Behavioral Disorder (EBD), Academic and Behavior Strategy (ABS), or Learning Disability (LD), or proof of pending approved licensure. PHYSICAL DEMANDS AND WORKING ENVIRONMENT Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently.
A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage. Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body.
Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On FAIR High (10001032) FAIR (0297) Teaching
full-time equivalency with 1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. ESSENTIAL FUNCTIONS Have a working knowledge
of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. backss students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Create lessons and learning environments that are safe,
respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.
Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning. Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. Education and Experience Guidelines Bachelor's Degree from an accredited university. Prior successful experience student teaching or teaching in an urban, multicultural education setting.
Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Master's or Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota teaching license; or proof of pending approved licensure Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.
Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply.
Posting Notes: [No Established Closing Date] Webster Elementary (10000109) Webster (0166) Teaching
part time we have full-time responsibilities in other places, and we won? t be offended if you do too! If working on a very (very) small team is something you? re okay with, keep reading. Responsibilities Assist in the development of a web app with the following technologies Mongo React Express Node Develop clean, maintainable code Who are you?
You Are Smart. We don? t care about your credentials or if you? re still in college. If you can write good code (even if it? s not JS), that? s what we care about. And you don? t need to take some dumb online test you just need to convince me : ). Want Freedom to Work on What You Care About. This project is not quite a year old, and still has a
lot of room for updates across a number of facets. If you like frontend work great, we can make that work. If you like backend, that works too. If you don? t know yet but want to give both a try, that?
s fine as well! Are Self Motivated. We think that this project is incredibly cool, which is what keeps us working on it for free. That? s right we? re not getting paid either. Yet. Want To Experience a Startup at its Infancy. Co-DM still has fewer than 1000 users. Ads have only begun rolling in the last couple months. We haven? t done this before, and figuring things out as we go. If you? re interested in figuring them out with us, then we? d love to have you! What You? ll Get Out Of It
How to develop in an agile development Best practices in the area of our technology stack you prefer How to collaborate effectively on a team of developerinteractionperience working on a published web app (if you write good code, it will 100% go into production).
Other Important Stuff This is an unpaid internship. We cannot afford to pay anything. We are currently not profitable, and are paying out of pocket for all associated costs with running the company. However, we can offer substantial opportunity to learn and work with a lot of freedom.
in you as a team member, so that you can take care of yourself and your family. Target offers eligible team members and their dependents comprehensive health benefits and programs, which may include medical, vision, dental, life insurance and more, to help you and your family take care of your whole selves.
Other benefits for eligible team members include 401(k), employee discount, short term disability, long term disability, paid sick leave, paid national holidays, and paid vacation. Find competitive benefits from financial and education to well-being and beyond at. JOIN US AS A SR DATA SCIENTIST RECOMMENDATIONS About Us: As a Fortune 50 company with more than 350,000 team members worldwide,
Target is an iconic brand and one of America's leading retailers. Working at Target means the opportunity to help all families discover the joy of everyday life.
Caring for our communities is woven into who we are, and we invest in the places we collectively live, work and play. We prioritize relationships, fuel and develop talent by creating growth opportunities, and succeed as one Target team. At our core, our purpose is ingrained in who we are, what we value, and how we work. It s how we care, grow, and win together. Every time a guest enters a Target store or browses , they experience the impact of Target s investments in technology and innovation. We re the technologists and data
scientist behind one of the most loved retail brands, delivering joy to millions of our guests, team members, and communities.
Join our global in-house technology team of more than 4,000 engineers, data scientists, architects, coaches and product managers striving to make Target the most convenient, safe and joyful place to shop. We use agile practices and leverage open-source software to adapt and build best-in-class technology for our team members and guests and we do so with a focus on diversity and inclusion, experimentation and continuous learning. As a Sr Data Scientist, you ll work on the Target Data Science Recommendations team collaborating with data scientists, machine learning engineers and product managers to build and augment our AI-driven digital Recommendation products.
Through your understanding of deep learning, machine learning, linear algebra, probability theory, statistics, and optimization you ll leverage Python and Scala to perform data exploration and analysis, implement algorithmic solutions given specifications, push solutions to our production environment as well as analyze performance and trade-offs to determine the best solution. We will expect you to understand Agile principles, follow best-practice software design, participate in code reviews, create a maintainable and well-tested codebase with relevant documentation.
On the business side, you ll document and present work to technical and non-technical peers, build knowledge on business priorities/strategic goals and leverage this knowledge while building requirements and solutions for each business need. Core responsibilities of this job are articulated within this job description. Job duties may change at any time due to business needs. About you: 4-year degree in quantitative disciplines (Science, Technology, Engineering, Mathematics) or equivalent experience 3+ years of professional experience or equivalent industry experience Experience designing and developing deep learning, machine learning, optimization and statistical models Strong hands-on programming skills in Python.
Knowledge of SQL, Hadoop/Hive, Spark, and/or Scala Good working knowledge of mathematical and statistical concepts, algorithms and computational complexity Excellent analytical thinking skills Strong problem solving skills; develop innovative solution to help solve real-world business problems using data sciences approaches Able to create documents and narrative suggesting actionable insights Excellent communication skills; able to clearly tell data driven stories through appropriate visualizations, graphs and narratives Self-driven and results oriented; able to meet tight timelines Strong team player with ability to collaborate effectively across geographies/time zones Preferred: MS or Ph D in a quantitative field Experience with recommender systems This position will operate as a Hybrid/Flex for Your Day work arrangement based on Target s needs.
A Hybrid/Flex for Your Day work arrangement means the team member s core role will need to be performed both onsite at the Target HQ MN location the role is assigned to and virtually, depending upon what your role, team and tasks require for that day.
Work duties cannot be performed outside of the country of the primary work location, unless otherwise prescribed by Target. Click here if you are curious to learn more about Minnesota. Americans with Disabilities Act (ADA) Target will provide reasonable accommodations with the application process upon your request as required to comply with applicable laws. If you have a disability and require assistance in this application process, please visit your nearest Target store or Supply Chain Facility or reach out to Guest Services at 1-800-###-#### for additional information.
Associated topics: application architect, c, design, design pattern, expert, lead, php, senior, software architect, software engineer lead
packaged rooftop ventilators and coils by combining great people, passionate customer service, effective manufacturing representatives and competitive products. Greenheck Group offers competitive pay and benefits including: Health, Dental, and Vision Insurance Company Paid Life Insurance PSTO, Vacation, and Paid Holidays 401(k) Retirement Plan with Company Match (Fully Vested) Employee Assistance Program Flex Spending Account for dependent care expenses Health Savings Account Tuition Reimbursement Program Pet Insurance Parental Leave This position is responsible for maintaining flow of materials and supplies throughout the factory as well making sure that the facility remains clean.
The
Material Handler is also responsible for checking and maintaining proper inventory levels of key components and raw material. Principal Duties and Responsibilities: Conduct a check on supply needs for each area (inventory in each production area).
Uses production schedule information to pull, stage, and deliver appropriate parts and raw materials for each production area. Materials received are verified against the packing slip and SAP Notify Supervisor or Material Specialist if there is a difference between the materials received and the packing slip or SAP. Operate overhead lifting equipment and material handling equipment as needed based on safety guidelines. Job Specifications: Material
Handlers start at $22,01 per hour Between 3-6 months of prior warehouse or material handler experience is preferred.
Ability to lift 50 lbs. on a regular basis. Stand for a minimum of 8 hours. We are an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to age, race, color, religion, interaction, interactionual orientation, gender identity, national origin, disability or veteran status.
with 1.0 being full time Union: ESP(28) Functional Area: Paraprofessional Resume and Cover Letter are mandatory to apply for any position. Following July 15th, current MPS Special Education Assistants are ineligible for voluntary transfers within their job title through the end of the school year.
The SEA transfer process for the following school year will reopen in early spring. (MFT #59 Contract Article 20.3) SUMMARY Under general supervision, provides a variety of services to assist students with special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; helps students to
meet their therapy and education goals. DISABILITY FOCUS Autism Spectrum Disorder (ASD) Highly structured, individualized programming; intensive communication and language training; social skills training; use of natural environments for instruction; positive behavioral programming; and inclusion with mainstream peers and activities.
ESSENTIAL FUNCTIONS Provide support services to children with moderate to severe disabilities and Assist MPS staff to facilitate educational functions and other services that maintains a safe and productive learning environment, sensitive to the needs and legal rights of Special Education students; work with students to improve personal skills and reinforce
classroom learning. Assist students in learning processes through reinforcement of positive behavior, individual instruction, socialization and good communications.
Monitor student activities, promote respect, explain social norms and disciplinary consequences, de-escalate personal confrontations. Maintain behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral backssments (FBA). Monitor work, correct papers and transition students for medications, meals, buses and classes. Attend to and provide for students' daily hygiene, personal and health related cares, as directed by licensed staff.
Assist students in community, recreational, school and vocational training. Provide assistance to students in classrooms and after-school programs. Encouraged to work additional hours as bus aide CLASS DESIGNATIONS Intervention SEA: Provide support in the least restrictive environment so students are successful in resource settings; ensure behavior support plans are being implemented with fidelity for students in special education resource settings. Personal transportation is required as position may vary. MINIMUM QUALIFICATIONS REQUIRED Completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment OR A passing score of 460 (or higher) on the Para Pro backssessment AND either a high school diploma or a GED certificate (For more information on the Para Pro backssment, contact Educational Testing Service at -xyz X or www.
ets. org/parapro) AND Two years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources. Related experience may also be considered, at the discretion of Human Resources.
PREFERRED QUALIFICATIONS Associate's degree in Education or a related field. Experience in working with individuals with disabilities LICENSE AND CERTIFICATION REQUIREMENTS First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year. PHYSICAL DEMANDS AND WORKING ENVIRONMENT A job in this category may require walking or standing to a significant degree, and working with special needs children. Must be able to frequently lift up to 50 pounds. Eligibility for position is based on passing the required pre-placement exam.
Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status.
Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On Anthony Middle (10000005) Anthony (0300) Paraprofessional
with 1.0 being full time Union: ESP(28) Functional Area: Paraprofessional Resume and Cover Letter are mandatory to apply for any position. DISABILITY FOCUS Special Program for Elementary Needs (SB3 Resource) Serve students in grades K-5 who require special education services for 60-100% of their day and focus on social, emotional/behavioral development.
The classrooms are highly structured with frequent positive feedback while providing standards-based academic instruction. Students have the opportunity to participate in general education classes that are appropriate for their age and skill level. SUMMARY Under general supervision, provides a variety of services to assist students with
special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; helps students to meet their therapy and education goals.
ESSENTIAL FUNCTIONS Provide support services to children with moderate to severe disabilities and Assist MPS staff to facilitate educational functions and other services that maintains a safe and productive learning environment, sensitive to the needs and legal rights of Special Education students; work with students to improve personal skills and reinforce classroom learning. Assist students in learning processes through reinforcement of positive behavior, individual
instruction, socialization and good communications. Monitor student activities, promote respect, explain social norms and disciplinary consequences, de-escalate personal confrontations.
Maintain behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral backssments (FBA). Monitor work, correct papers and transition students for medications, meals, buses and classes. Attend to and provide for students' daily hygiene, personal and health related cares, as directed by licensed staff. Assist students in community, recreational, school and vocational training.
Provide assistance to students in classrooms and after-school programs. CLASS DESIGNATIONS Intervention SEA: Provide support in the least restrictive environment so students are successful in resource settings; ensure behavior support plans are being implemented with fidelity for students in special education resource settings. Personal transportation is required as position may vary. MINIMUM QUALIFICATIONS REQUIRED Completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment OR A passing score of 460 (or higher) on the Para Pro backssessment AND either a high school diploma or a GED certificate (For more information on the Para Pro backssment, contact Educational Testing Service at -xyz X or www.
ets. org/parapro) AND Two years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources. Related experience may also be considered, at the discretion of Human Resources. PREFERRED QUALIFICATIONS Associate's degree in Education or a related field. Experience in working with individuals with disabilities LICENSE AND CERTIFICATION REQUIREMENTS First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.
PHYSICAL DEMANDS AND WORKING ENVIRONMENT A job in this category may require walking or standing to a significant degree, and working with special needs children. Must be able to frequently lift up to 50 pounds. Eligibility for position is based on passing the required pre-placement exam. Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.
COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status.
Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On Olson Middle (10000080) Olson (0318) Paraprofessional
equivalency with 1.0 being full time Union: ESP(28) Functional Area: Paraprofessional Resume and Cover Letter are mandatory to apply for any position. Following July 15th, current MPS Special Education Assistants are ineligible for voluntary transfers within their job title through the end of the school year.
The SEA transfer process for the following school year will reopen in early spring. (MFT #59 Contract Article 20.3) SUMMARY Under general supervision, provides a variety of services to assist students with special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; helps
students to meet their therapy and education goals. DISABILITY FOCUS Resource SEA: Provide support in the least restrictive environment so that students can be successful in resource settings; ensure that behavior support plans are being implemented with fidelity for students in special education resource settings.
Personal transportation is required as position may move from site to site. ESSENTIAL FUNCTIONS Provide support services to children with moderate to severe disabilities and Assist MPS staff to facilitate educational functions and other services that maintains a safe and productive learning environment, sensitive to the needs and legal rights of Special Education students;
work with students to improve personal skills and reinforce classroom learning.
Assist students in learning processes through reinforcement of positive behavior, individual instruction, socialization and good communications. Monitor student activities, promote respect, explain social norms and disciplinary consequences, de-escalate personal confrontations. Maintain behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral backssments (FBA). Monitor work, correct papers and transition students for medications, meals, buses and classes.
Attend to and provide for students' daily hygiene, personal and health related cares, as directed by licensed staff. Assist students in community, recreational, school and vocational training. Provide assistance to students in classrooms and after-school programs. Encouraged to work additional hours as bus aide MINIMUM QUALIFICATIONS REQUIRED Completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment OR A passing score of 460 (or higher) on the Para Pro backssessment AND either a high school diploma or a GED certificate (For more information on the Para Pro backssment, contact Educational Testing Service at -xyz X or www.
ets. org/parapro) AND Two years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources. Related experience may also be considered, at the discretion of Human Resources. PREFERRED QUALIFICATIONS Associate's degree in Education or a related field. Experience in working with individuals with disabilities LICENSE AND CERTIFICATION REQUIREMENTS First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.
PHYSICAL DEMANDS AND WORKING ENVIRONMENT A job in this category may require walking or standing to a significant degree, and working with special needs children. Must be able to frequently lift up to 50 pounds. Eligibility for position is based on passing the required pre-placement exam. Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.
Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status.
Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: [No Established Closing Date] Howe Elementary (10000039) Howe (0132) Paraprofessional
and one-to-one tutoring setting. Work environment consists of a typical office and classroom environment. Time spent on the computer is approximately 15% time spent on phone is approximately 5%. This role will primarily work out of Literacy Minnesota's Open Door Minneapolis campus at 627 N.
Broadway. This role will primarily be expected to work evenings from 5-8, but occasional daytime availability may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the role. Key Responsibilities of the ESL Teacher: Educational Innovation, Evaluation and Pedagogical Practice Develop daily lesson plans and provide high quality
ABE/ESL instruction for Adult learners. Regularly gather information about students’ goals, challenges, and program satisfaction and make instructional or programmatic adjustments.
backss student learning through a variety of methods, including but not limited to, mandated standardized backssments (CASAS, TABE, etc. ), teacher-created informal backssments, observations, portfolios, checklists, and in-class projects. Plan and implement a strategy for providing effective digital literacy instruction for adult students. Structure class to utilize volunteers and resources to provide optimal learning experience for adult learners. Provide curricular feedback on materials created and published
by Literacy Minnesota. Remain up-to-date on pedological research within the Adult Basic Education field though professional development, conference attendance, or coaching with supervisor.
Program Management and Oversight Adhere to protocols for administering, scoring, and reporting standardized backssments. Ensure classroom instruction meets all Adult Basic Education requirements, including state and federal content standards. Work closely with the Learning Center Coordinator to make sure each student completes the intake process and has a learning plan appropriate to their goals and skills. Maintain student files, document student achievements, record student attendance hours in collaboration with the Learning Center Coordinator.
Volunteer Coordination & Supervisory Oversight - Observe, coach, and supervise classroom volunteers using a variety of methods including, but not limited to, modeling effective instruction, discussing and reflecting on their experience, and recommending additional trainings and resources. Communicate volunteer needs and coordinate scheduling with Learning Center Coordinator. Track volunteer hours in internal database. Other Assist with special projects as needed and as time allows. Support organizational DEI goals by fostering an inclusive environment, and actively participating in and achieving organizational and personal DEI goals.
Required Qualifications: Bachelors in education or related field, or equivalent experience in working with Adult Basic Education. Comprehensive understanding of ESL/ABE and adult learning; through knowledge of effective teaching methods of adult learners. Able to work independently in a collaborative, fast-paced, adaptable environment. Ability to relate effectively with people of other cultures and varying educational backgrounds; ability to respond effectively to individual and cultural needs, as well as learning styles.
Detail-oriented, and skilled in gathering, organizing, and maintaining a wide variety of data. Able to effectively use computers and related technology, or ability to learn. Demonstrated DEI-focused work style, including engagement in organizational and personal DEI goals. Excellent verbal and written communication skills, and experience communicating with a wide variety of populations. Possesses a growth mindset, and ability to modify instruction based on coaching and feedback from peers and supervisor. Ability to work hours required by specific position.
Preferred Qualifications: Masters in ESL, TESOL, Adult Basic Education or related field preferred with a minimum 1 year experience teaching. ESL certification or ABE licensure strongly preferred. Skilled in volunteer mentoring and supervision. Previous experience in a non-profit or educational institution focused on Adult Education, refugee services, or immigrant needs. Previous experience in program management. Multilingual, or experience learning English as a second language. Literacy Minnesota fosters an organizational culture that is welcoming and inclusive to all. We strongly encourage applications from people of color, indigenous peoples, immigrants and refugees, LBGTQ+ individuals and people with disabilities
on full-time equivalency with 1.0 being full time Union: Teachers(04) Functional Area: Teaching Resume and Cover Letter are mandatory to apply for any position. Summary of Position: This is a secondary DPF role supporting programs for students ages 14-21.
Responsible for identifying and/or leading development of standards-aligned curriculum and backssments, designing and leading professional development that focuses on strategies integrating content area instruction, supporting school leadership teams in improving instruction, and increasing the level of technology integration. This position will support the district’s strategic plan and Superintendent’s key goals within a multi-tiered
system of supports. Qualifications: Advanced degree in education or educational leadership (preferred but not required). Valid Minnesota teaching license. A minimum of five years of classroom teaching experience with evidence of culturally responsive pedagogy teaching culturally, linguistically, ethnically diverse students.
Experience A track record of leading students to make significant academic gains (more than a year’s growth in a year’s time). Demonstrated effective leadership and coaching skills in working with adults. Experience with culturally responsive curriculum development, analysis and delivery using effective formative backssment strategies. Experience planning, facilitating,
and evaluating high-quality professional development. Knowledge, Skills, Abilities, and Mindsets: A passion for student achievement, educational equity, racial equity, and culturally responsive practices.
Increase representation of MPS students’ cultures in instructional materials and incorporate culturally relevant teaching strategies. A demonstrated conviction that all students can and will achieve at high levels. Demonstrates courteous and culturally responsive behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes harmonious and effective workplace environment. Knowledge of research and best practices in literacy instruction.
A working knowledge of Social Emotional Learning (SEL) pedagogy and how it intersects with academics. Ability to work collaboratively and creatively with colleagues. Knowledge of and an ability to utilize a variety of current technological tools and student data platforms for communication, planning, and documentation. Ability to synthesize ideas, communicate clearly and succinctly, and design strategies for communicating effectively with internal and external audiences. Position Functions, Duties, Responsibilities: Implement strategies that reduce/eliminate racial disparities in student outcome and course enrollments.
Ensure that strategies for specific students, including English learner support, Special Education services, and advanced learner support are integrated seamlessly into secondary core curriculum and professional development. Lead teams of teachers in developing, vetting, and revising integrated units of study and interim and formative backssments. Lead process of creating/adopting instructional materials which support standards-based teaching and learning and integration of literacy and content. Build the capacity of school leadership teams to support continuous improvement in teaching and learning at the site.
Assume other duties and responsibilities as assigned. There may be times when required to work outside normal business hours and work extended hours to accomplish requirements of the position Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body.
Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: [No Established Closing Date] Special Ed Program 1 (10000966) Davis Center (0001) Teaching
Area: Teaching Resume and Cover Letter are mandatory to apply for any position. SUMMARY Provide quality instruction aligned to the state and national standards. Use a variety of backssment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.
Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines. ESSENTIAL FUNCTIONS Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements;
knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
Teach students the required curricula using strategies that foster thinking, reasoning and problem solving. Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students. backss students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs. Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally
appropriate. Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals. backss own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development. Education and Experience Guidelines Bachelor's Degree from an accredited university. Prior successful experience student teaching or teaching in an urban, multicultural education setting.
Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development. Master's or Ph D preferred. LICENSE AND CERTIFICATION REQUIREMENTS A valid Minnesota Art teaching license; or proof of pending approved licensure Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check. COMMITMENT TO DIVERSITY: Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.
Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, interactionual orientation, age, family care leave status, or veteran status. Minneapolis Public Schools strongly encourages diverse candidates to apply. Posting Notes: 12:01 AM On North High (10000075) North (0375) Teaching
