ABAR ESP Mentor - (2024-2025), Equity & School Climate - Minneapolis Public Schools

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

Job Title: ABAR ESP Mentor - (2024-2025), Equity & School Climate  and Requisition ID number: 102302

Close Date:  No established closing date;  open until filled

Organizational Unit:  Equity & School Climate (10001100) 

Site:  Davis Center (0001) 

FTE:  1.0 FTE - 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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SUMMARY

Under general supervision, supports and accelerates the professional learning and development of new and experienced ESP’s to increase instructional support skills and student learning.

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:

• Facilitates growth and development of ESPs through strategies such as modeling, co-teaching, peer observation and feedback, and relationship building.
• Supports the recruitment and retention of ESPs of color.
• Provide navigational support with district services such as Human Resources, Employee Relations, Teaching and Learning, Instructional Technology, etc.
• Supports ESPs with their acclimation building procedures, policies, and professional interactions
• Provides leadership, guidance, and coaching to build ESP’s support strategies that will accelerate student achievement for all students while closing the achievement gap for racially and culturally diverse students.
• Guide ESP’s in growth areas relevant to their specific assignment such as data collection, supporting students both academically behaviorally and emotionally/socially throughout their day.
• Guides ESPs in using strategies to set goals and assess progress.
• Mentors ESP development through frequent on-site ESP-mentor interactions based on a consistent and scheduled cycle. 
• Maintains and regularly updates required documentation and paperwork.
• Collaborates with district and site-based staff, teams and administrators to provide aligned ESP support.
• Resolves complaints and responds to inquires on a wide range of questions directly related to the ESP's job performance including issues that are biased and/or oppressive in nature
• Mediates conflicts and provides advocacy for ESP’s in their school site role.
• Serve as an at-large member of the Anti-bias Anti-racist Educator Development and Support Council
• Maintains absolute confidentiality of work-related issues, records and MPS information.
• 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.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Sixty (60) credits of college-level coursework in Education or related field; AND three (3) years of experienceworking with students, teachers, and administrators; 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.
• 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 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.
• 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 effective working relationships with staff, students and families.
• Communicating effectively in oral and written forms.

LICENSE AND CERTIFICATION REQUIREMENTS

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]  | Equity & School Climate (10001100)  | Davis Center (0001)  | Paraprofessional