School Success Program Assistant - Minneapolis, United States - Minneapolis Public Schools

Description

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

Job Title: School Success Program Assistant (Dakota/Ojibwe) Indian Education and Requisition ID number: 88948

Close Date: No established closing date; open until filled

Organizational Unit: Indian Education

Site: Davis Center

FTE: 1.0 FTE - 40 hours/week (41 weeks); this is based on full-time equivalency with 1.0 being full time

Union: ESP(28)

Functional Area: Paraprofessional

Resume and Cover Letter are mandatory to apply for any position.

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*Multiple Positions Available

SUMMARY

Under general supervision, works directly and collaboratively with administrators, school site staff, parents, students, and community service providers to develop comprehensive and inclusive strategies that promote student achievement and school attendance. This position will be specific to supporting MPS American Indian students by providing culture groups and a space for native students to connect both by site and district wide (virtually and in person). Knowledge of and experience working within the American Indian community is a requirement. Flexible schedule will be necessary as the individual in this position will be working with multiple school site/students schedules but based out of the American Indian Education Department at the Davis Center site. Preferred knowledge of and/or experience with Ojibwe and/or Dakota Language or willingness to and commitment to learn.

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:

• Develops comprehensive and inclusive strategies to address student achievement and attendance; performs duties within scope of authority and training, and in compliance with MPS policies; duties may vary according to job assignment.
• Works directly and collaboratively with administrators, school site staff, parents, students, and community service providers to assist in the identification and development of procedures and agreements with schools, community agencies and resources that promote improved student performance in school.
• Administers MPS school success programs to develop and implement improvement plans that meet MPS goals and result in high-achieving learning environments for all students.
• Works collaboratively with schools and programs to define and outline the role of school staff in improving student success and performance.
• Refines and adapts various educational service systems designed to meet the needs of students.
• Works with staff to identify professional staff development needs by planning, organizing, and facilitating programs that improve staff effectiveness, and are consistent with instructional goals.
• Evaluates students using a variety of assessment tools, and provides guidance and support.
• Investigates and resolves complaints; responds to inquiries on a wide range of questions about MPS policy, procedures, resources, processes, student evaluation, placement, programs and discipline.
• Mediates conflicts and provides advocacy services for clients in their interactions with government and community agencies; verifies compliance with agreements and performance standards.
• Researches and writes grants and proposals for development and expansion of district programs that impact school success for students.
• Monitors and evaluates student academic progress; assists students in accessing appropriate educational experiences which enhance basic skills; helps students solve personal and family issues; refers students to MPS programs, local community resources and regional community services.
• Communicates with parents, students and staff to convey pertinent information while maintaining confidentiality of personal information; answers questions, and explains school rules.
• Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
• Enthusiastically promotes the Superintendent's goals and priorities in compliance with all policies and procedures.
• Maintains absolute confidentiality of work-related issues, records and MPS information.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Bachelor's Degree in Education, Social Service, Psychology, or a related field; AND three (3) years of demonstrated educational support experience in an urban educational environment, including group facilitation and conflict resolution; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

• Applicable policies, procedures and regulations covering specific areas of assignment.
• Public education issues, procedures, and practices that influence school engagement for youth.
• MPS policies and procedures for testing, attendance, truancy, special education, and data privacy.
• State and local rules and regulations covering legal rights of due process and fair procedures.
• Methods and techniques for working with students with disabilities and special needs.
• Principles and practices of conflict resolution and negotiation strategies.
• Specialized MPS and state agency software applications and procedures.
• Local community resources and regional community services programs.
• Principles of record keeping and records management.
• Personal computers utilizing standard and specialized software.

Skill in:

• Monitoring and improving student behavior and learning skills.
• Analyzing problems and developing effective solutions.
• Working with staff, students and families in a large urban school system that deals with complex student issues and economic and cultural diversity.
• Working effectively with persons of diverse racial and socioeconomic backgrounds.
• Assessing and prioritizing multiple tasks, projects and demands.
• Perceiving the needs and concerns of others, interacting in a tactful manner, resolving conflicts, mediating disputes, and building personal skills.
• Preparing and presenting public reports, and engaging community groups in meaningful dialogue.
• Assisting children and special needs students, and assessing educational needs.
• Maintaining composure, and working effectively under stressful conditions.
• Administering educational and school support programs.
• Collaborating as a team member, with colleagues, staff and community representatives.
• Establishing and maintaining cooperative working relationships with co-workers, clients and community agencies.
• Effective verbal and written communication.

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver's License may be required.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a classroom and a general office environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. Jobs in this category may require walking or standing to a significant degree, long periods of working with computers, and working with children.

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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, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | Indian Education | Davis Center | Paraprofessional