Project Based Learning Teacher Jobs in Maple Grove, MN

Work Based Learning Teacher
About Spring Lake Park Schools
Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose -- "High expectations, high achievement for all. No excuses" provides our focus to meet the unique and varied needs of each student. 
Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system a culture with a methodology and set of processes where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.
Position Overview:

• 1.0 FTE Special Education teaching  to work with students with educational disabilities at Spring Lake Park High School, grades 9-12.

The successful candidate will be an individual who
firmly believes:

• all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
• in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
• in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
• in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

 
Primary Responsibilities:
The Work Based Learning Teacher at Spring High School plays a vital role in facilitating and overseeing work-based learning opportunities for students
Student Growth and Development:

• Provide high school special education students with general employability skills instruction to identify and research career interests, create a resume, practice interview skills, increase computer literacy skills, and develop the work behaviors and qualities that enhance employability skills and are necessary to meet their postsecondary transition goals.
• Systematically collect data and evaluate student employability skills and behavior to assist in determining work readiness, strengths, interests, and preferences.
• Support the development of student self-determination and self-advocacy skills.
• Monitor and document progress toward mastery of work-based learning goals and objectives in the implementation of the IEP.
• Be a positive role model for students and support the mission of the school district.
• Provide transition assessments supporting further development of student postsecondary goals.
• Assist with adaptations for students with physical disabilities and other special needs.

 
Classroom Management and Organization:

• Create a classroom conducive to learning and appropriate for the physical, social and emotional development of students. Manage student behavior in accordance with Student Code of Conduct, district policy, and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Attend required meetings and complete required reports.
• Ability to adapt instruction and provide individualized task analysis of work skills for students.
• Ability to create visual schedules for students if required to obtain mastery of work skills.

 
Communication:

• Establish and maintain open communication by conducting conferences and planning meetings with parents, students, Lead Vocational Adjustment Teacher and WBL/18+ team, and supervisor.
• Maintain a professional relationship with colleagues, students, parents and administrators.
• Use effective communication skills to present information accurately and clearly.
• Collaborate with others to provide for learner needs.
• Consult with parents and other appropriate school personnel concerning each student's intellectual, academic social, emotional and physical development.

 
Professional Growth and Development:

• Compile, maintain and file all physical and computerized reports, records and other documents required.
• Gain skills relating to resume writing, interviewing, and other professional standards/employability skills as required by business and industry.
• Complete training in the components of Work-Based Learning: Career Exploration, Career Assessment, Work-Related Training, and Cooperative Work Experience to understand how the Work-Based Learning On Campus program supports this continuum of services in the development of student employability skills.
• Complete training in Transition Assessments and Planning for required documentation within the IEP.

Experience: 
Desired previous experience/knowledge includes...

• successfully working with students with educational disabilities.
• Excellent organizational, communication and interpersonal skills.
• Proficient in the effective use of technology.
• Physical capacity to meet needs of students with physical disabilities.
• Ability to work effectively with assigned district high school campuses.
• Ability to collaborate with Teachers, Transition Specialist and other staff to align curriculum and transition planning in the development of student work-skill sets.
• Develop and implement lesson plans that fulfill the requirements of the district and show written evidence of preparation as required.
• Prepare lessons that reflect accommodations and modifications for students according to their IEP.
• Evaluate and document student work-related behaviors and use and effectiveness of accommodations and modifications.
• Recommend appropriate IEP goals/objectives based on data in the development of student work-skill sets and constructively communicate with parent/guardians and team members.
• Follow specific instructional objectives based on student assessment, including postsecondary transition assessment.

Qualifications:

• The ideal candidate will be passionate about student development, possess strong communication skills, and have a commitment to fostering a collaborative learning environment
• MN teaching licensure in Special Education EBD, SLD, ASD or ABS is required
• Vocational CTE certification for Work Based Learning ideal but not required
• Experience with multiple instructional designs and differentiated instruction
• Strong interpersonal and communication skills with the ability to engage effectively with students, parents, and community partners
• Knowledge of local labor market trends and workforce development resources

Salary:

Group

Teachers

Position

1.0 FTE Teacher

Rate of Pay

$53,228-$107,781/school year (placement determined based on experience and qualifications)

Benefits

Medical, Dental, Sick Leave, 403(b), Life, LTD, FSA

Other

Salary pro-rated based on start date.

How to Apply:
Applications will be reviewed as received and qualified candidates will be interviewed until the position is filled.  Individuals who wish to be considered for this position must apply online at https://www.applitrack.com/district16/onlineapp/default.aspx.  Only qualified and appropriately licensed individuals will be considered for an interview. 
With inquiries, please feel free to contact Cyndi Steinke, Management Assistant - Student Support Services, at cstein@district16.org or 763.600.5081.
Spring Lake Park Schools is an equal opportunity employer and will not deny anyone the opportunity for employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.