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Job Title: Coordinator, Equity & School Climate, Sr and Requisition ID number: 96088

Close Date: 11:59 PM on 01/20/2023

Organizational Unit: Social & Emotional Learning (10001081)

Site: Davis Center (0001)

FTE: 1.0 FTE; this is based on full-time equivalency with 1.0 being full time

Union: AMP(42)

Functional Area: Administrative

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

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SUMMARY

Under general supervision, oversees and coordinates and supports district level equity priorities and initiatives; provides direct school support regarding equity and school culture and climate; provides lead support for the Equity and School Climate team.

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:

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  Provides lead support for complex strategic projects and assignments
• Coordinates the work of the school improvement, including check ins to support project completion.
• Leads equity and school climate team meetings and provides assignments.
• Provides training and professional development to team members to assist school administrators and leadership teams.
• Develops and implements district-wide professional growth and development on topics related to educational equity that align with MPS Strategic Plan.
• Collaborates with district professional development team to identify and align educational equity professional development across the district.
• Provides support in planning site-based equity work through thought partnership, co-creation of school policies, procedures, instructional strategies and practice.
• Coordinates efforts to involve staff, students and families in the development and implementation of site-specific activities and programs to promote cultural proficiency and support to students.
• Mentors and supports district teachers on strategies that relate to educational equity and cultural proficiency to meet student’s differentiated learning styles and needs.
• Provides support for building the foundational practices for school culture and climate by providing training, technical assistance, and ongoing support and coaching to site staff.
• Supports staff to develop strong school community and classroom culture at the beginning of the year and throughout, building relationships with students and families.
• Assists with climate audits and learning walks to review climate practices.
• Consults with school leaders to implement Social Emotional Learning programs, including Responsive Classroom, Developmental Designs, Caring School Communities, and Second Step, among others.
• Provides coaching to staff to help recognize biases, power, and privilege.
• Coordinates and leads professional development on schoolwide climate practices, social emotional learning, and restorative practices.
• Communicates and builds relationships with schools, including educators and school leaders.
• Advises school teams in developing and implementing building policies that support a positive school climate and disrupt exclusionary practices.
• Supports the relationship between MPS and the community by demonstrating courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; 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; performs related duties as required or assigned.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Bachelor’s Degree in Education or related field; AND five (5) years of demonstrated classroom experience; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:

• Principles and practices of positive school climate, social emotional learning, mental health, trauma informed practices, classroom management, restorative practices, and violence prevention.
• Applicable policies, procedures and regulations regarding student discipline, safe and supportive schools, and violence prevention in schools.
• Rules and regulations of the Minnesota Department of Education and other governing agencies.
• Principles and practices of professional development.
• State and Federal laws governing public sector grant funded programs.
• Child and adolescent development.
• Local community resources, regional community services programs, and regional training programs.
• Personal computers utilizing standard software, and specialized MPS and state agency software applications and procedures.
• Principles of record keeping and records management.

Skill in:

• Planning and coordinating the work of others on a day to day basis
• Assessing and prioritizing multiple tasks, projects, demands.
• Designing and delivering professional development.
• Reading, interpreting, understanding and applying program standards and procedures, applicable Federal and state rules and regulations, and MPS policies and procedures.
• Using initiative and independent judgment within established procedural guidelines.
• Identifying problems and opportunities and developing solutions.
• Assessing and prioritizing multiple tasks, projects and demands.
• Establishing and maintaining cooperative working relationships with co-workers, clients and community agencies.
• Effective verbal and written communication.
• Building relationships with students and staff.

LICENSE AND CERTIFICATION REQUIREMENTS

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

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job is in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

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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: | 12:01 AM On 01/20/2023 | Social & Emotional Learning (10001081) | Davis Center (0001) | Administrative