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Job Title: Teacher, TOSA Magnet Coordinator - Marcyand Requisition ID number: 98362
Close Date: No established closing date; open until filled
Organizational Unit: Marcy Elementary (10000071)
Site: Marcy (0226)
FTE: 1.0 FTE - 37.5 hours/week; this is based on full-time equivalency with 1.0 being full time
Functional Area: Teaching
Resume and Cover Letter are mandatory to apply for any position.
Act as the Program Coordinator and provide quality instruction aligned to Minneapolis College concurrent enrollment standards for the following courses: EDUC 1500: Introduction to Urban Education and Reflection, EDUC 2350: Multicultural Approaches to Education, EDUC 1400: Technology for Teachers, and EDUC 2250: Introduction to Special Education. Plans curriculum with a focus on equity and culturally responsive practices to highlight the brilliance of Henry students.
ESSENTIAL FUNCTIONS FOR TEACHING
Create lessons and learning environments that focus on building an equitable and culturally responsive global learning community.
Teaches students the college level curriculum using strategies to foster thinking, reasoning, and problem solving.
Collaborate with peers to develop, plan, and implement best practices based on the needs/abilities of students.
Collaborates with families to build mutually beneficial relationships to best meet the needs of students.
Provides an environment of academic excellence and supports students in their college, career, and life pursuits.
Collaborates with community members: families, community partners, collegiate partners to provide information, gather feedback, and communicate program goals.
Continue to build pathways from Henry feeder schools to Southwest High School
Developing the pathway to provide opportunities PK-College in the southwest community schools.
KNOWLEDGE FRAMEWORK FOR PATHWAYS CLASSES
You should have a working knowledge of the following:
1. Reflect on and evaluate personal educational history on their approach to teaching and learning
2. Trace and describe the historical foundations and philosophical roots of education through multiple lenses and experiences
3. Contrast different educational philosophies, analyze how these philosophies practically would function, and justify their personal educational philosophy
4. Use critical discourse analysis to explore how local and federal education policy produces the potential for disparate outcomes with regard to race, gender, class, and other markers of identity
5. Outline the path to licensure, the legal and ethical responsibilities, and the ongoing professional duties of being an educator
6. Demonstrate an understanding of socioeconomic contexts that affect urban schooling and urban communities, principally in relation to issues of race, class, and the distribution of opportunity
EDUCATION AND EXPERIENCE GUIDELINES
Master's Degree in Education (Master's Degree in another field with at least the required graduate credits in Education that meet Minneapolis College requirements)
LICENSURE AND CERTIFICATION REQUIREMENTS
A valid teaching license
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.