Long-Term Substitute Teacher Visa Sponsorship Jobs in Minnesota

Job Category: School Year - Hourly Employees

Classification: FTE 1.0

Job Location: Onsite

Starting Hourly: $24.59 - $33.35

Reports To: K-12 Academic Program Manager

Hmong College Prep Academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades K-12. If you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at Hmong College Prep Academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond.

Position Summary

HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Long-Term In-House High School Personal Finance Teacher is responsible for instructing High School students from grades (9-12). A Long-Term Substitute creates a flexible classroom environment favorable to learning and personal growth, instructs students in courses of study such as English language arts, social studies, mathematics, and science and creates a well-rounded comprehensive instructional program. They motivate students to develop skills, attitudes and knowledge needed to provide a solid foundation for further education.

Responsibilities

• Adhere to the curriculum and lesson plans assigned by the school and/or classroom teacher. While covering for a long-term absence, assume responsibility for lesson planning, grading, and record keeping.
• Provide instruction in the core curriculum areas for which employed; make appropriate use of instructional resources and technologies.
• Support the Minnesota Graduation and Common Core Standards; implement the goals and objectives of the District and the school and/or program to which assigned.
• Evaluate student performance in accordance with systems used by school and/or District; promote student achievement; maintain required student records; make related reports to the principal as prescribed or authorized by the superintendent.
• Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
• Provide differentiated instructional methods and content to ensure student mastery of content.
• Use data such as screening, diagnostic information, progress monitoring, and daily work samples to adjust instruction and practice as well as target feedback.
• Promote a learning environment that is welcoming, respectful, friendly and academically challenging.
• Maintain accurate records including but not limited to attendance, grades, assessments and lesson plans via Schoology and/or PowerSchool.
• Via Schoology, ensure all online class resources are current.
• Connect with families via phone calls, emails, conferences and school events as needed during the long-term assignment.
• Foster a social environment with students to develop trust, respect, friendships and self-discovery.
• Participate in professional development meetings/clusters providing student work when requested.
• Implement new learning in the classroom following professional development.
• Develop and work on new learning based on self-assessment, input from teacher leaders and director of teaching and learning.
• Utilize student achievement data to address strengths and weaknesses of students and guide instructional decisions.
• Continuously seek opportunities to grow and learn as a professional.
• When not required as a substitute teacher, work with students, projects, or activities as described by K-12 school directors.
• Supervise student activities, which may include:
• Bus duty – assist with walking students to the busses at the end of the day.
• Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule.
• Other related duties as assigned.

Accountabilities

• Adhere to MN Teachers Code of Conduct.
• Support school goals and objectives consistent with the vision, mission, and values of HCPA.
• Participate in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.
• Establish and maintain effective and cooperative relationships with students, parents, teachers, and other school staff.
• Respond appropriately and promptly to parent, student, and staff member needs.
• Maintain strict confidentiality regarding students and the educational setting.

Engagement Activities

Volunteer activities

3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Teachers may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc.

Required activities:

• Grade Level Parent Meetings
• Fall and Spring Parent/Teacher Conferences
• HCPA Graduation

Misc. Committees

There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged.

Requirements

Required Qualifications

• Current MN teaching license in secondary education for grades 6-12.
• BA or MA Teaching Licensure and/or related BA or MA Education Degree or equivalent of experience may be considered.
• 3+ years of teaching experience.
• A teacher of a personal finance course that satisfies the graduation requirement must have a field license or out-of-field permission in agricultural education, business, family and consumer science, social studies, or math.
• Strong skills in classroom presentation and management.
• Must be proficient with current technology used to support communication, academics, and student progress monitoring.
• Knowledge of instructional technologies.
• Knowledge of research and trends in teaching and student learning.
• Ability to utilize computer and multimedia technology as appropriate.
• Knowledge of the core curriculum areas the teacher is responsible for instructing, with a strong preference for candidates trained in LETRS (Language Essentials for Teachers of Reading and Spelling) or those who have experience with structured literacy and systematic, explicit instruction based in the science of reading in the areas of phonological awareness, phonics, vocabulary, reading comprehension, writing, language comprehension.
• Knowledge of teaching and learning strategies to meet a wide range of student needs and abilities.
• Knowledge of multicultural, gender and disability fair curriculum concepts.
• Ability to adapt instructional routines, activities, and scaffolding to diverse student populations.
• Ability to implement classroom activities that foster problem solving and critical thinking.
• Ability to plan and implement lessons based on district and school goals and objectives.
• Ability to evaluate student performance and to present evaluations in a manner that fosters higher student achievement.
• Ability to continuously strive and set goals for personal professional growth and development.
• Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.
• Ability to communicate effectively, both verbally and in writing.
• Excellent organizational and time management skills; ability to multi-task.
• Knowledge of the programs, functions, and procedures of a school setting.
• Ability to remain calm in emergency and stressful situations.
• Ability to exercise initiative and sound and effective judgment within established guidelines.

Preferred Qualifications

• Experience working with children of diverse ethnic backgrounds in an urban school setting.
• Experience teaching Personal Finance.

Other Information

Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Work Environment/Conditions

• Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.
• Position requires extensive interaction with children of all ages.
• Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).
• Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).
• Fast-paced environment.
• Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone.
• Position requires the ability to sit for extended periods of time, ability to push, reach, or bend.
• Work may require weekend and/or evening work and some travel may be required.

Teachers, Paraprofessionals and Teaching Assistants

Duties may occasionally be performed:

• on field trips away from school.
• in outdoor environments, such as athletic fields or playgrounds.
• in varying weather conditions, such as hot or cold weather.

For details on the benefits program go to: https://www.hcpak12.org/Page/136

To apply or check out other opportunities, go to https://www.hcpak12.org/careers

Equal Employment Opportunity Hmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.