Teacher, District Program Facilitator (DPF)- Special Education

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

Job Title: Teacher, District Program Facilitator (DPF)- Special Education  and Requisition ID number: 102646

Close Date:  No established closing date;  open until filled

Organizational Unit:  Special Ed Program 4 (10000194) 

Site:  Davis Center (0001) 

FTE:  1.0 FTE; 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.

                                             ****************************************************************************************

 

 

Summary of Position:

Responsible for identifying and/or leading development of standards-aligned curriculum and assessments, 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 assessment 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 technologica