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

Job Title: TOSA Teacher Apprenticeship Program (2024-2025) and Requisition ID number: 102278

Site: Locations may vary on a routine basis.

Close Date: No established closing date; open until filled

Full/Part Time: Varies

Union: Teachers(04)

Functional Area: Teaching

This position is a candidate pool and not a specific position at a school or department. This position may require an initial screening interview before being placed into the Candidate Pool. There may not be an available position(s) at the time of application but positions can become available at any time. The candidate pool is used to refer qualified applicants to the site/department with the open position. Human Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.

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

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The Minneapolis Public Schools (MPS) and Metro State University are seeking a dedicated and experienced preK- 6th grade teacher to serve as aTOSA in the newly launched Registered Teacher Apprenticeship Program.  The function of the TOSA  is to support apprentices in their journey in becoming  a preK- 6th grade licensed  teacher.

This integral position is tailored for successful and experienced PreK or elementary MPS educators eager to guide and nurture apprentice teachers toward excellence. As a TOSA, you will lead collaborative efforts to design coaching frameworks, develop instructional materials, and foster innovation in urban education. You will mentor future educators through job-embedded activities, including co-teaching, modeling best practices, providing feedback, and assessing their progress.

In this role, you will partner with district leaders, content specialists, consultants  and other educators to co-create resources that reflect the diverse needs of apprentices, journey teachers, and their students. This could take the form of handbooks, lesson plans, instructional strategies, and materials specifically designed for the apprenticeship model.

Compensation:

Responsibilities:

1. Integrate the voice and experiences of the teacher apprentice to guide them in growing and expanding their knowledge and skills as an urban pre-K or elementary school teacher in MPS.

2. Provide scaffolding support and gradual release of classroom responsibilities to the teacher apprentice over the course of two years. Including, but not limited to:

   1. Demonstrating a variety of ways to build relationships and a positive classroom community with students and families;

   2. Modeling, co-planning and co-implementing research-based and equitable practices in the areas of the new Standards of Effective Practice;

   3. Modeling and supporting the teacher apprentice in effectively communicating and collaborating with families, community partners, and school team members;

   4. Demonstrating a variety of student assessment and evaluation practices;

   5. Supporting the teacher apprentice in learning from other educators and professionals in the school; 

   6. Providing timely and constructive feedback for the teacher apprentice using tools provided by the District and University.

3. Engage in your own training and reflective practice in order to effectively coach and mentor a successful beginning teacher. Including, but not limited to:

   1. Attending an orientation to the program in August before teachers return to school;

   2. Maintaining consistent communication and alignment with District and University team members for job-embedded evaluation, program development, and training;

   3. Attending scheduled professional development and collaboration time with the University.

4. Meet regularly (every     days) with assigned apprentices on-site to support their professional growth in the Standards of Effective Instruction (SOEI) such as: effective and equitable lesson planning; selection and use of culturally relevant and diverse curricular materials; use of student data and formative assessment; creating a safe and respectful classroom climate; behavior management focused on prevention; engaging and differentiated instructional strategies; regular and accurate self-reflection on practice; and professional collaboration with colleagues. 

5. Collaboratively co-design and co-create a curriculum and professional development resources to guide journey teachers in becoming effective coaches. This may include developing lessons, handbooks, or instructional materials.

   1. Partner with district leaders, journey teachers, and content experts to incorporate multiple perspectives and ensure that the curriculum is responsive to the needs of diverse learners and educators.

   2. Integrate culturally responsive practices and equitable teaching strategies throughout the curriculum to support learners in developing inclusive classroom environments

Key competencies desired:

• Coaching and mentoring

• Continuous learner mindset

• Highly preferred: demonstrated success in working with students and staff of racially diverse backgrounds

• Communication and collaboration

• Culturally and linguistically responsive practices

• Enthusiasm for growing the teaching force

• Developing and maintaining caring and supportive relationships

• Adaptability and responsiveness

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Preferred skills:

• Strong pedagogical knowledge and skills

• Unwavering commitment to equity and diversity

• Deep familiarity with the newly adopted Standards of Effective Practice

• Experience with adult learning theory

• Demonstrated knowledge and awareness of one’s own racial consciousness journey

Qualifications:

• Must hold a Tier 3 or Tier 4  pre-K or elementary license

• Must have a tenured/continuous contract with a minimum of 3 years of experience.

• Must currently work in a setting that aligns with a pre-K or elementary license.

• Must be able to commit to a minimum of 1 year, with a preference for a 2-year commitment

How to Apply:

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Minneapolis Public Schools (MPS) and Metro State University are equal opportunity employers and encourage applications from people of all backgrounds. We are committed to creating an inclusive environment for all employees.

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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] | [Varies] | [Varies]  | Teaching