twenty-eight (28) positions
available for the the Instructional Specialist with the district
Successful completion of the Standards of Effective Instruction is necessary by September 30th, 2012.
Four days of training are required. Training dates will be held in July, August and September. Instructional Specialists will be able to choose which session they would like to attend.
The Instructional Specialist will partner with schools and district leadership to ensure high quality learning happens for all MPS students. He or she plays a key role in enhancing student learning by supporting the top district priorities of Teacher Evaluation and Focused Instruction/RTI. He or she will achieve this by
- Conducting teacher observations
- Coaching teams of teachers and individual teachers in practice improvement using the Focused Instruction tools
- Initiating the data component of the RTI process
Reports to the Director of Instructional Leadership
- A minimum of 5 years of recent successful classroom experience with demonstrable student achievement results
- Valid Minnesota teaching license
- Master’s Degree Preferred
- Licensure and demonstrated success in at least one of the following: Arts, Elementary, Mathematics, English Language Arts, Health, Social Studies, Science, ESL, Bilingual, Reading, or Special Education or related.
- Successful completion of the Standards of Effective Instruction certification (to be completed upon hire)
Successful candidates display the following:
- Expertise in designing, implementing, and differentiating standards based instruction to accelerate all students’ achievement
Ability to use a range of quantitative and qualitative data to enhance all students’ learning
- Experience in and knowledge of equity principles and cultural competencies to deepen teachers’ application of academic standards
- Knowledge of the principles and practices of effective, research-based instruction sufficient to analyze, communicate, model, and assess elements of the teaching process
- Knowledge of district mission, goals, programs, and curricular resources of Minneapolis Public Schools sufficient to support teachers and school sites
- Strong interpersonal skills with adults and students
- Ability to establish and maintain trustful, confidential and supportive relationships with teachers to help develop them as professionals
- Ability to foster collegiality and community among teachers through professional development
- Ability to encourage multiple perspectives and resolve conflicts as they occur
- Knowledge of adult learning needs and processes and how to use coaching cycles to maximize growth
- Proficiency with technology and technology systems
- Use the Standards of Effective Instruction Rubric to analyze, describe, model, and assess the elements of the teaching process and support teachers in areas such as:
- instructional strategies,
- formative assessment,
- analyzing student work,
- lesson planning,
- selecting and using curricular materials,
- classroom climate,
- organizing content for meaningful learning,
- behavior management
- Facilitate professional development for individual teachers through coaching cycles. Those cycles could include but are not limited to: observation; analysis of student work; feedback; co-teaching; model teaching.
- Help teachers align their professional needs with appropriate staff development
- Provide research-based interventions for students based on assessments and student work
- Monitor and track student progress based on the provided interventions
- Communicate and collaborate with district and school personnel
- Work with school and district teams to analyze and respond to patterns, trends, and gaps to further professional development across the district
- Participate in professional development activities for personal growth and improvement
- Attend meetings as required, sometimes beyond regular working hours
- Provide reports, data, updates and artifacts as requested throughout the year
38 weeks—Teacher salary schedule
FOR MORE INFORMATION, PLEASE CONTACT:
Abbie Finger at
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.
Minneapolis Public Schools strongly encourages diverse candidates to apply
METHOD OF APPLICATION:
All applicants, including MPS employees, must complete an on-line application at www.mpls.k12.mn.us (click on employment).
In addition, upload an electronic copy of both your cover letter and resume to your application at the time that you apply.
Only complete applications, which include all of the following items, will be considered:
3 references must be listed on either the on
-line application or resume (at least one reference must be a peer and at least one reference must be a direct supervisor)
Final candidates may be invited to interview with a committee.
AFFIRMATIVE ACTION POLICY:
Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.
The Minneapolis Public Schools is an Equal Opportunity/Affirmative Action
Minneapolis Public Schools - 20 months ago