Organizational Description

New Millennium Academy (NMA) is a Hmong charter school, and its mission is to prepare learners for life by engaging them in high academic achievement and fostering cultural pride and identity. NMA’s vision is to develop global leaders who transform the world.

Culture of Learning

Every scholar has the right to learn, be engaged, and grow in a healthy school environment. As such, NMA fosters a culture of learning that embraces every scholar’s strengths and seeks employees who will optimistically and confidently participate in this culture of learning.

Core Principles:

• Aim for high academic achievement.
• Embrace cultural pride and identity.
• Model the way.
• Understand how data drives decisions.
• Have high expectations.
• Create a socially/emotionally supportive learning environment.

Information

Competencies

• Bachelor’s degree in education or related field
• Must be licensed to teach in the state of Minnesota
• Desired: 1+ years of experience working in a classroom as a teacher, substitute teacher, paraprofessional, or student teacher
• Ability to create and foster safe learning environment for students
• Experience working in a diverse community, particularly in a Hmong community. Preference given to someone who speaks, writes, and reads Hmong.
• Ability to work in a professional and fast paced environment.

Description

Under the direction of the principal, the building substitute will step into a teacher role as needed throughout the school year; this may include different classrooms each day or a long-term position, depending on the school’s needs. The building substitute must be flexible, adaptive, and a good communicator with colleagues and staff.

The building substitute must demonstrate a strong work ethic, have integrity, and be accountable to his/her actions. The building substitute will align himself/herself with NMA’s core principles and understand the unique challenges of an immigrant and refugee community.

• Facilitate lessons that inspire students to be engaged in their learning
• Carry out the instructional program as planned by the teacher
• Plan lessons when in long-term sub positions
• Monitor and check student work using active tracking and aggressive monitoring techniques
• Gather/track data and grade students when in long-term sub positions
• Abide by IEP and 504 plans; support students who receive special education services
• Additional supervision duties may include lunch or recess supervision, bus loading/unloading, arrival and dismissal assistance, monitoring students in hallways
• Be a positive influence on all staff and students
• Model and reinforce the RHINO way
• Follow the PBIS model both in and out of the classroom
• Be timely and reliable
• Maintain a positive attitude and growth mindset
• Additional duties as assigned