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Teacher, TOSA Differentiation Specialist - Keewaydin

Date: Sep 14, 2021

Location: Minneapolis, MN, US

Company: Minneapolis Public Schools

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

Job Title: Teacher, TOSA Differentiation Specialist - Keewaydin  and Requisition ID number: 80288

Close Date:  No established closing date;  open until filled

Organizational Unit:  Lake Nokomis Keewaydin (10000042) 

Site:  Keewaydin (0134) 

FTE 0.50 FTE; 39 weeks; this is based on full-time equivalency with 1.0 being full time

Union:  Teachers(04) 

Functional Area:  Teaching 

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



This position will be paired the a 0.50 FTE Teacher, TOSA - K-2 Math & Literacy Specialist position through Teaching & Learning (72848)


A differentiation specialist understands MTSS and supports teachers in understanding this tiered approach of differentiating instruction for all students – including advanced learners. The differentiation specialist will increase classroom teacher ability and confidence to provide respectful tasks, increase higher levels of thinking, and measure growth for students in their classrooms. The differentiation specialist supports teacher efficacy in differentiated daily instruction in order to equitably increase academic growth and achievement for all learners. Differentiation specialists will spend most of the school day working collaboratively with classroom teachers (coaching, co-planning, model teaching, co-teaching, co-assessing, and problem solving). The differentiation specialist will also support the Levels of Service Model as it is nestled into MTSS. 

Valid Minnesota Teaching License
Advanced degree or certificate in Gifted Education or hold an MPS Certificate in Talent Development and Advanced Learner Education or be willing to complete certificate within six months.


  • Experience in talent development, gifted teaching strategies, MTSS, meeting the social emotional needs of all learners.
  • Experience with qualitative differentiation of the core curriculum for advanced learners and struggling learners 
  • Demonstrated effective collaboration, consultation, co-teaching, modeling and coaching skills in working with adults


  • Strong knowledge of talent development and advanced learner education, current educational research, instructional strategies and differentiation of curriculum and instruction specifically for diverse high ability learners and struggling learners; all learners
  • Knowledge of assessment strategies, resources and appropriately differentiated materials, curriculum and instruction
  • Ability to differentiate instruction for diverse groups of learners using strategies such as tiering, compacting, Socratic Seminar, Depth and Complexity Icons, creative and critical thinking skills, and the advanced differentiation materials in the curriculum guides.
  • Excellent interpersonal skills; excellent oral and written communication skills
  • Ability to work creatively and collaboratively with teams
  • A passion for student achievement, the conviction that all students will learn, and a drive to accelerate learning in an effort to eliminate the achievement gap between student groups


  • Support ongoing assessment identification and support of high ability, high talent and high potential learners following district guidelines; make particular effort to recruit and retain students from populations often underrepresented in gifted programs and who may be underachieving. (Could be the TDALE site lead or could collaborate with the TDALE site lead)
  • Provide and support ongoing teacher development in differentiation and advanced differentiation at the site.
  • Model, co-plan, co-teach, debrief/reflect/problem solve and co-assess with classroom teachers who provide core instruction (reading, writing, math, science, social studies) to cluster/groups or identified advanced learners. These are strategies that will be taught to the specialist as part of their job
  • Advocate for diverse high ability students, their parents, and teachers. When necessary, advocate for appropriate accelerated learning opportunities.
  • Support affective needs of high ability learners through appropriate curriculum, programming, and counseling. Support the use of a comprehensive assessment system to inform instruction in all disciplines and MTSS tiers.
  • Participate in grade level PLC's focused on differentiation and high achievement for all students.
  • Attend district professional development twice a month provided by the talent development department in collaboration with core content area leads.




Final candidates may be invited to interview with a committee.  Final appointment to this position will be contingent upon passing a criminal background check.
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]  | Lake Nokomis Keewaydin (10000042)  | Keewaydin (0134)  | Teaching

Nearest Major Market: Minneapolis

Job Segment: Curriculum, Teacher, Education