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December 2012 Archives

Prepare for the U of M Job & Internship Fair!

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Need some tips on how to prepare for the upcoming U of M Job & Internship fair? Take a look at these videos!

The purpose of these videos are to help students get an idea about what the job fair is like, what to expect, and how to prepare in order to make it a successful experience.

U of M Job Fair Highlights
http://z.umn.edu/b2a

Why did students last year go to the Job & Internship Fair?
http://z.umn.edu/b2b

What advice do employers have for job fair attendants?
http://z.umn.edu/b2c

How did students who attended last year prepare for the fair?
http://z.umn.edu/b2d

Success Story | Alexandra Vujovich, English ILP

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Name: Alexandra (Ali) Vujovich Ali Graduating (1).jpg
Licensure program: English Education
Completed ILP: Spring 2012
Employer: Minneapolis Public Schools - Southwest High School
Position: Ninth Grade English teacher

1. How did you learn about your current position?
I did my student teaching in the Minneapolis district, which was great because that was the district I ultimately wanted to work in. My cooperating teacher and a few of my teachers and supervisors from the University were really great about helping me navigate the system and talk to the right people to line me up with this job.

2. Describe the application and interview process.
I won't lie; the application process was something I kept putting off. My cooperating teacher kept telling me to start the MPLS application but on top of student teaching four classes (2 preps) each day, I was exhausted. It was really something I had to make myself do. The interview process was an interesting one. I was labeled as an excessed teacher. So my interviews were called "matching" interviews to find the best spot for me in the district. I had half hour interviews lined up all day, but I only made it through two before Southwest offered me the job. Going into the interviews I was pretty terrified, but the questions are things that this program prepares you for really well. One HUGE piece of advice, don't let your first interview be with the school you want to work with. My first ever teaching interview was that morning and I was so nervous that I could barely think of reading strategies to provide. Let yourself practice a few first. I had a friend who went to the job fair and she was much more ready to interview than I was.

3. How did you make yourself stand out during the job search?
I really tried to put my all into student teaching because I was student teaching in the district I wanted to work in. My unit plan that I wrote for the program was 79 pages long (and everyone from my cohort makes fun of me, but it really was worth it)! For the first part of spring semester while we were still in classes I was going to my site three times a week (on top of taking twenty credits) and the requirement was to go once a week. I started teaching on my own fourth quarter, but third quarter I think was really what made it for me. I was always there collaborating with my cooperating teacher and asking to plan lessons and observing other teachers. I really wanted to be known in my building and I think all this work paid off. When it comes down to it, you can work and work and work, but a huge part of it is about the people you know. I put in all this work and my cooperating teacher saw just how serious I was about this. Developing a really deep, authentic, and lasting relationship with my cooperating teacher was probably the most important thing I did because then she really helped get me in the right places to meet the principal, vice principal, and people in the district and that was got me labeled as excessed and able to land this awesome job at Southwest!

4. Looking back, what did you find to be the most helpful during job search process? Quite honestly, I didn't fully invest in the job search process--not nearly as much as some of my fellow cohort members. I knew that I wanted to work in Minneapolis for the public schools and I was sort of resigned to long term sub for the year (I had something lined up in the school I was student teaching at) to get into the district and then next year I could apply and interview earlier. I won't say that my parents were too thrilled about that option, but I knew where I wanted to go and what I needed to do when I got there. I think the most helpful thing during my brief job search process was, again, my cooperating teacher. She was telling me what I should bring into the interview (things that would normally make up a portfolio), what I should make sure I clearly articulated, and things that I should ask after the interview was done. Clearly, I owe a HUGE thank you to her because not only did she help me prepare for the interview but she really helped line me up to interview in the first place.

6. What advice would you like to share with others?
Meet lots and lots of people. Work hard at what you do in the classroom so that when you meet these important people you have something to talk about. Talk to your principal at your site. Ask your cooperating teacher lots and lots of questions (even if you're not necessarily meshing with them). I don't think I'd be working as a first year teacher in Minneapolis if I didn't try to meet and talk to as many people in the district as I could have. Most importantly, have fun. I know finding a job is really terrifying, but if you genuinely love what you do when you're in the classroom, some principal or assistant principal or teacher who is interviewing you is going to see that in how you talk about your experiences and they're going to want to bring that spark into their school.

The U of M Job & Internship Fair is coming!

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Come to the biggest student career fair in Minnesota! More than 200 organizations will be there recruiting for hundreds of jobs and internships. The Job and Internship Fair is open to all U of M undergraduates, graduate students, and recent alumni. This event was created for you!



Registration for the 2013 Job and Internship Fair is now open - click HERE for more information!


Here are some of the advice employers gave last year! Check it out!
What advice employers have for job fair attendants?

Here are what some of the job fair attendants did to prepare for the job fair last year!
How did you prepare for the fair?

Information on:
- How to Prepare
- Transit
- Parking
- Organizations/Employers Attending

Racquetball Coordinator Position!!

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As a part-time (5-12 hours per week) Racquetball Coordinator, you will grow the racquetball membership and provide outstanding customer service to all members. Promote, sell and organize all racquetball club programs and deliver the Life Time Fitness brand of racquetball experience with the support of the Activity Center staff.

Responsibilities:
• Coordinate leagues and events
• Give lessons (beginner)
• Promote, organize, sell and host all racquetball club programming
• Meet and exceed revenue goals
• Update racquetball club webpage weekly with league and event updates

Qualifications:
• Strong verbal and written communication skills
• Intermediate or better computer experience (internet and MS Office software)
• High level of energy and enthusiasm for racquetball
• Available 5 to 12 hours per week (half of hours can be work-at-home)

Compensation:
• Free club membership
• Performance based compensation will include 50% of all program revenues and $8 per hour draw against commission.
• Free Ektelon sponsorship which provides $1,000 in racquetball equipment annually

Please contact John Wilinski at jwilinski@lifetimefitness.com to apply.

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CEHD Career Services will be hosting an on-campus interview with Minneapolis Public Schools on January 15, 2013 in the STSS Interview Center. On-campus interviews are pre-arranged and managed through GoldPASS, so you must apply through GoldPASS to be selected. Minneapolis Public Schools district representatives will review the resumes and cover letters submitted and determine who they would like to interview. Those who apply will be notified.

Please note: This on-campus interview is targeted towards teacher candidates who will complete the ILP program in the listed areas this fall 2012 and receive their teaching license in January 2013 and alumni who currently hold their license

Minneapolis Public Schools Human Resource representatives are interested in connecting with teacher candidates in the following licensure areas:


  • Elementary Education

  • Music Education

  • Bilingual/Bicultural Elementary Education

Next Steps:
1) Search for on-campus interview ID: 2727 in GoldPASS.
2) Submit your resume and cover letter to apply for the on-campus interview in GoldPASS by Wednesday, January 9, 2013 at 2:00 pm to be considered.


More Information:
Uncertain how on-campus interviewing works? Please click here for more details.


To prepare your resume and cover letter, visit the CEHD Career Services website (click on "Resumes & Cover Letters") for sample teacher resumes and resume & cover letter tips

Questions? Request for accommodations? Please contact Angie Soderberg at soderbea@umn.edu or by phone at 612-626-7432

PCA for a Private Household!

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Looking for a PT position? Do you have experience with autism spectrum disorders? A private household is seeking a Personal Care Assistant!

Find out more about this position on GoldPASS Job ID: 87867
https://www.myinterfase.com/goldpass/Job/Detail/eWRpbTRtWW81UUlST0lOQnNaYy9pUDlaUjZGc2lHYWY3NVB4Y21OQWdQST01

4 Open Elementary Teacher positions with MPLS!

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SUMMARY
Provide quality instruction aligned to the state and national standards. Use a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning. Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship. May be required to work as a member of the campus STEM team to ensure quality integrated instruction across disciplines.

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:

• Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.
• Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families.
• Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.
• Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
• Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.
• Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
• Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.
• Regularly assess student learning by using multiple forms of assessment.
• Facilitate positive interactions between students and teacher, student and peers and student and other adults.
• Model learning and behavior consistent with the expectations for students.
• Assess own instructional effectiveness through the Professional Development Process (PDP).
• Participate in ongoing and regular staff, team and individual professional development.
• Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
• Participate in site-based management and shared decision making.
• Always keep the students' needs and rights first and foremost in any educational decision making.
• Demonstrate competence in the Minneapolis Standards of Effective Instruction.
• Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.
• Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.

MINIMUM QUALIFICATIONS:
Education, Training, and Experience Guidelines

• Bachelor's Degree from an accredited university.
• Prior successful experience student teaching or teaching in an urban, multicultural education setting.
• Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

PREFERRED QUALIFICATIONS:
• Master's or PhD

LICENSE AND CERTIFICATION REQUIREMENTS
• A valid Minnesota teaching license, or proof of pending approved licensure

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently. A job 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.

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 sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

METHOD OF APPLICATION:
All applicants, including MPS employees, must complete an on-line application at www.mpls.k12.mn.us (click on Careers). In addition, upload an electronic copy of both your cover letter and resume to your application at the time that you apply. Make sure that you apply for the specific position in which you are interested.

FOR MORE INFORMATION, PLEASE CONTACT:
Jason Loewe at Jason.loewe@mpls.mn.us

Only complete applications, which include all of the following items, will be considered:


  • Cover Letter

  • Resume

  • On-Line Application

Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

Elk River On-Campus Interview!

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CEHD Career Services will be hosting an on-campus interview with Elk River School District on Tuesday, January 15, 2013 in the STSS Interview Center. On-campus interviews are pre-arranged and managed through GoldPASS, so you must apply through GoldPASS to be selected. Elk River school district representatives will review the resumes and cover letters submitted and determine who they would like to interview. Those who apply will be notified.

Position: School Psychologist

Next Steps:
1) Search for on-campus interview ID: 2726 in GoldPASS.
2) Submit your resume and cover letter to apply for the on-campus interview in GoldPASS by Wednesday, January 8, 2013 at 3:00 pm to be considered.


More Information:
Uncertain how on-campus interviewing works? Please click here for more details.
To prepare your resume and cover letter, visit the CEHD Career Services website for resources

Elk River On-Campus Interview!

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CEHD Career Services will be hosting an on-campus interview with Elk River School District on Tuesday, January 15, 2013 in the STSS Interview Center. On-campus interviews are pre-arranged and managed through GoldPASS, so you must apply through GoldPASS to be selected. Elk River school district representatives will review the resumes and cover letters submitted and determine who they would like to interview. Those who apply will be notified.

Position: School Psychologist

Next Steps:
1) Search for on-campus interview ID: 2726 in GoldPASS.
2) Submit your resume and cover letter to apply for the on-campus interview in GoldPASS by Wednesday, January 8, 2013 at 3:00 pm to be considered.


More Information:
Uncertain how on-campus interviewing works? Please click here for more details.
To prepare your resume and cover letter, visit the CEHD Career Services website for resources

The Int'l School of MN seeks dependable, caring and flexible candidates to work with school age children in their after school program. Hours: 3:15-6, M-F. Some childcare experience preferred. Pay is $9.50-$10.00 per hour depending on experience. This would be a great opportunity to explore working in education with students. Interested candidates should email Angela Ponto (and attach your resume) at aponto@ism-sabis.net EOE

GoldPASS Job ID: 87740
https://www.myinterfase.com/goldpass/Job/Detail/WUNLc0NwTW1GY2tMOS9UZmE1bnJHLzlaUjZGc2lHYWY3NVB4Y21OQWdQST01

College Possible is recruiting!

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College Possible is currently recruiting to fill AmeriCorps and VISTA positions for Fall 2013. We are a 501(c)(3) nonprofit making college admission and success possible for low-income students through an intensive curriculum of coaching and support. Our after-school services include academic support through ACT/SAT test preparation, college application assistance, financial aid consulting, guidance in the college transition and support toward college degree completion. In 2008, we were named one of Princeton Review's Best Entry Level Jobs in the country, and in 2009 we were recognized by President Obama at an event on Social Innovation!

Over 130 new AmeriCorps and VISTA members will be selected to start in the fall in the Twin Cities, Milwaukee, Omaha and Portland. The Priority Application Deadline is 1/9/2013 at Noon CST and the Regular Application Deadline is 3/8/2013. For more details on the positions and application instructions, along with a short video about what it's like to serve with College Possible, please visit: http://www.collegepossible.org/AmeriCorps.html


I.) Descriptions of the positions we have available:
A.) COACHING: Serve in a direct capacity providing guidance and support to a group of high school or college students. Positions include:

  • AmeriCorps High School Coach
  • Serve as a College Possible coach in a high school. Support juniors by providing ACT/SAT test preparation and work with students on an individual basis providing subject specific assistance. Guide seniors as they complete the college application process including: essay writing, applications for admission, scholarships and the FAFSA. Reports to High School Program Team.
  • AmeriCorps College Coach
  • Serve as a College Possible coach for high school program graduates as they transition from high school into college. Maintain communication and offer services to alums in college either from a college campus or College Possible offices. Help link students to student services already available on campus, and plan on- and off-campus events for alums. Reports to College Program Team.

B.) COMMUNITY PARTNERSHIPS & PROGRAM ENRICHMENT: Coordinate with outside organizations to create additional opportunities for students. Positions include:


  • Workshop/Volunteer AmeriCorps Member

  • Partner with College Possible high schools to coordinate college planning workshops for the 9th and 10th grades; help conceive and organize two program-wide community service days for College Possible students. Additional responsibilities include, but are not limited to, serving as lead substitute in junior and senior class sessions and helping with annual student recruitment efforts. Reports to Community Partners Team.

  • Events AmeriCorps Member
  • Organize College Possible campus visits; develop relationships with campuses across the country; organize program-wide kick-off event and graduation ceremony, four practice ACT exams, and other outside events. Reports to Community Partners Team.
  • Consortium AmeriCorps Member
  • Lead all efforts for College Possible's College Consortium; establish and maintain excellent communication and relationships with consortium schools; plan and implement campus visits to member colleges; track student application and enrollment progress; provide support to students and coaches throughout the year. Reports to Community Partners Team.
  • Idealistic Mentors Program VISTA
  • Build capacity at College Possible with our new Idealistic Mentors initiative at three of our partner high schools. Position includes curriculum organization and follow-up, event logistics and implementation, and web-platform-based e-mentoring support. Additional projects include helping coordinate and report on Twin Cities High School program projects.

C.) EXTERNAL RELATIONS & ORGANIZATIONAL EXPANSION: Serve in a behind-the-scenes capacity to help secure resources and assist the expansion of the organization. Positions include:

  • Communications VISTA
  • Serve on the external relations team by providing capacity building support in media relations, strategic communications and marketing. Specific projects include: writing for newsletters, website and news releases; graphic design projects; photography of coaches & students for publications; and website maintenance. Reports to External Relations Team.
  • Development VISTA
  • Serve on external relations team by providing capacity building support on fundraising initiatives. Projects include: event planning, writing for grant proposals and letters, maintaining a grants calendar, conducting Internet donor research and soliciting in-kind donations from local businesses. Reports to External Relations Team.
  1. Program VISTA
  2. Assist in creating systems that centralize and improve student and volunteer recruitment efforts. Support professional evaluators and leadership team in implementing program evaluation. Plan and sustain exploration efforts for new and start-up branches. Draft written materials outlining the organization's approach to communications, technology, office management and other functional areas.
  • Human Resources VISTA
  • Learn about nonprofit management by working with College Possible's national office to build and improve our systems for hiring and training College Possible staff during this period of intense growth. The VISTA will utilize the recommendations of College Possible's Talent Initiative project to build the capacity of the human resources team in a growing organization. Reports to Operations Team.

II.) Required Skills
College degree required. Ideal candidates will have demonstrated leadership skills, a high level of achievement in academics, employment and/or other pursuits, and a commitment to the mission of College Possible. Candidates of all academic majors are welcome to apply.

III.) Compensation
Compensation includes a living allowance, health coverage and a $5,550 Education Award that can be used to repay student loans or future education expenses. Student loans may be deferred. 10-month or 12-month commitment, depending on position, beginning in August 2013 is required.

IV.) To apply
Our application is available online at www.CollegePossible.org/apply.html.
Application materials include:

1) Resume
2) Application
3) Two reference forms
4) College transcript (unofficial is acceptable)

Selected Priority Applicants will have the opportunity to attend an earlier set of interview dates and potentially secure one of our very competitive AmeriCorps/VISTA positions. Priority Applicants will also be considered for both deadline, so those applicants not selected for an early interview will be reviewed again for later interview dates unless notified otherwise.


Frequently Asked Questions

What are AmeriCorps VISTA & AmeriCorps State/National?
AmeriCorps State/National was created in 1993. AmeriCorps State and National (along with VISTA and other programs) reside under the large "AmeriCorps" national service umbrella. Members provide direct program service. VISTA began in the 1960s and stands for Volunteers In Service To America. VISTA members help build capacity in
organizations and assist them in becoming stronger and better at what they do as a community organization. College Possible's VISTAs develop professional skill sets in communications and development that are highly valued in the nonprofit community.

What is the relationship between College Possible and AmeriCorps?
AmeriCorps State, National and VISTA are a part of the same national service organization (AmeriCorps) where individuals serve in community organizations on various issues: education, housing, technology, health industry and others. Because College Possible (formerly Admission Possible) receives federal AmeriCorps funding (through a grant process) to implement the program, the organization is considered an AmeriCorps program. For further clarification, please visit the AmeriCorps website at www.americorps.gov.

What is a living allowance?
The AmeriCorps living allowance is the financial support provided to service members during their year of service. AmeriCorps provides about $12,000 for AmeriCorps VISTA service (approximately 1800 hours over 12 months) and AmeriCorps State and National service (1700 hours over 10-12 months, depending on position).

What is the education award?
A $5,550 education award can be used to repay student loans or for future education expenses. Federal student loans may be deferred during the term of service; a 10-month or 12-month commitment beginning in August 2013 is required, depending on position.

When do I receive the living allowance and when do I receive the education award?
The AmeriCorps State and National living allowance is distributed every 2 weeks and the AmeriCorps VISTA living allowance is distributed 2 times per month. The education award ($5,550) is given to the Member after his or her term of service.

Where will I be placed for service?
AmeriCorps High School Coaches are based in their designated high schools Monday through Thursday and spend Friday at the College Possible office for staff meetings and training.
Workshop/Volunteer AmeriCorps Members are based at the College Possible office but spend significant time during the week in their designated high schools alongside high school staff, College Possible Coaches and students, Monday-Friday.
AmeriCorps College Coaches are based either at the College Possible office or a designated college campus, but spend time on college campuses connecting with College Possible alumni, Monday-Friday.
Events AmeriCorps Members and all AmeriCorps VISTAs are based at the College Possible office, Monday-Friday.
For All Positions: Weekend events occur frequently, and Corps members are required to attend many of them.

Is there health coverage?
Yes, health coverage is offered at no cost to the Members.

Am I able to have an additional (part-time) job? The rules and regulations of AmeriCorps VISTA state that a VISTA member may not hold another job during their term of service. AmeriCorps State/National does allow members to hold another job during their term of service. Outside commitments must not interfere with the obligations of an College Possible term of service.


Please consider applying for an AmeriCorps position with College Possible. If you have any questions regarding the application process, please contact GWilson@CollegePossible.org. Thanks!

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College Possible Highlights
1. We have 100+ socially-minded, idealistic, talented college graduates from around the country working hard towards a common goal.
2. AmeriCorps members are instrumental in the organization's success and are making a real difference in helping make college admission and success possible for low-income students. To date, 98% of our graduating seniors have been admitted to college.
3. Members who serve with College Possible gain understanding of the inner workings of a successful non-profit organization, and become extremely marketable for future graduate school and job endeavors. Past members have gone on to attend graduate school at Harvard, Berkeley, and Stanford; others have pursued careers in social work, teaching, and law.
4. Every year our AmeriCorps members become connected to an immediate social network of like-minded, idealistic recent graduates. Past members have found some of their closest friends during their year of service. We hope you'll consider applying to serve with College Possible!

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On-Campus Interview with Minneapolis Public Schools!!

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MPS_logo.jpg

CEHD Career Services will be hosting an on-campus interview with Minneapolis Public Schools on January 8, 2013 in the STSS Interview Center. On-campus interviews are pre-arranged and managed through GoldPASS, so you must apply through GoldPASS to be selected. Minneapolis Public Schools district representatives will review the resumes and cover letters submitted and determine who they would like to interview. Those who apply will be notified.

Please note: This on-campus interview is targeted towards teacher candidates who will complete the ILP program in the listed areas this fall 2012 and receive their teaching license in January 2013 and alumni who currently hold their license

Minneapolis Public Schools Human Resource representatives are interested in connecting with teacher candidates in the following licensure areas:


  • Elementary Education

  • Music Education

  • Bilingual/Bicultural Elementary Education

Next Steps:
1) Search for on-campus interview ID: 2727 in GoldPASS.
2) Submit your resume and cover letter to apply for the on-campus interview in GoldPASS by Wednesday, January 2, 2013 at 2:00 pm to be considered.


More Information:
Uncertain how on-campus interviewing works? Please click here for more details.


To prepare your resume and cover letter, visit the CEHD Career Services website (click on "Resumes & Cover Letters") for sample teacher resumes and resume & cover letter tips.

The Spanish Individual Growth and Development Indicators (S-IGDI) project is seeking part-time hourly employees to help with data collection efforts across Minnesota. From February to April of 2013 we will be traveling to preschool school sites as across the state (many locations between greater Minneapolis and Mankato) to assess 4 and 5 year old Spanish-English bilingual students' early literacy performance using Standardized test and the S-IGDI measures. The S-IGDI measures are brief, easy to use assessments of early literacy that children find fun and engaging. All assessments will be delivered in Spanish.

This position will be a part time position with up to 14/hours a week available. We are seeking Spanish speakers who have availability during preschool hours (generally 8:00 am to 12:00 pm, or in some cases for afternoon sessions, usually from 12:00 to 3 pm). Trainings will occur in January with data collection periods beginning in February of 2013. This position pays $10.65 an hour and reimburses travel costs per mile.

Qualifications for this position include:

- reliable transportation
- interest or experience working with young children
- clean record (background checks will be completed on all data collectors)
- fluent in Spanish

Please send a resume to Alisha at wacke020@umn.edu if you are interested in this position.

Achievement First is Hiring for 2013-14 Positions

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Achievement First is a growing network of non-profit, high-performing, K to 12 urban public charter schools in Connecticut, New York and Rhode Island. Our schools are focused on providing scholars with the academic and character skills they need to graduate from top colleges and to serve as the next generation of leaders in our communities. Achievement First currently operates 22 schools and will open 10-15 additional schools over the next five years. Teachers participate in the Achievement First Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional growth opportunities. We strive to recruit a talented and diverse team of educators, and we believe our students are best served by a team that represents the global community for which our students are being prepared. For more information about Achievement First and to apply online, please visit our website at www.achievementfirst.org.

NY Immediate Opening - Great opportunity for December graduates!
· Middle school math teacher

CT and NY School-Based Opportunities
· Classroom teachers (all levels)
· Special education teachers (all levels)
· Physical education, music, art, and theater teachers
· Academic Deans
· Deans of School Culture
· Director of School Operations
· Operations Associate
· Principal's Executive Assistant
· Office Coordinator
· Regional Superintendent (New Haven, CT)

RI School-Based Opportunities
· Kindergarten classroom teachers
· First grade classroom teachers
· K-1 special education teachers
· Physical education, music, art, and theater teachers
· Dean of School Culture
· Academic Dean
· Principal's Executive Assistant
· Office Coordinator

Network Support Opportunities
· Director, Leadership Development
· Regional Associate Director of Special Services Achievement
· Associate Director, Math Achievement Grades 9-12
· Associate Director, Governance
· Associate Art Director
· Associate, Network Support Performance
· Associate, Information Technology
· Associate, Teacher Career Pathway Operations
· Coordinator, External Relations
· Coordinator, Finance
· School Accountant
· Data Analyst Intern
· Data Fellow, Chief External Officer Teams
· Student Recruitment Fellow

Become a Community Advisor!!!

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Community Advisor Position Description

Community Advisors are responsible for building a safe and inclusive learning community with a core objective of facilitating residential education. Successful Community Advisors will be engaged, team-oriented students who have a passion for learning, strong interpersonal skills, and a positive attitude.

Required Qualifications
To apply for the position, candidates must have:
› One completed, post-high school full time semester (a full time semester is
defined as 13 or more completed credits in a single fall or spring semester,
incompletes and withdrawals do not count towards the 13 minimum credits for full
time standing)
› Achieved a 2.5 cumulative GPA.
› Willingness and openness to engage with:
¡ Strengths Philosophy
¡ All populations, including those outlined in the University of Minnesota's Equal Opportunity Statement (race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression)

To start the Community Advisor position, candidates must have:
› Two completed, post-high school full time semesters (a full time semester is
defined as 13 or more completed credits in a single fall or spring semester,
incompletes and withdrawals do not count towards the 13 minimum credits for full
time standing)
› Achieved a 2.5 cumulative GPA


Core Purposes and Responsibilities
- Relationship Development
› To establish and maintain robust, positive, individual connections with others
› To be available for and invested in your residents
- Community Development
› To create a safe and inclusive environment
› To maintain a learning environment through duty coverage and policy
enforcement
- Development & Empowerment of Others
› To facilitate education and coaching with residents
› To help residents discover and foster their passions and interests
› To help residents understand and develop their talents
› To assist residents in learning to overcome challenges and meet goals
- Team
› To positively collaborate with, support and guide colleagues
- Operational Tasks
› To support functions associated with the mission, vision and values of Housing &
Residential Life and the University of Minnesota
› To complete all administrative tasks and responsibilities, and other duties as
assigned.
› To provide exceptional customer service
- Resourcing
› To familiarize oneself with and make referrals to the services, offices and support
systems at the university
- Leadership
› To serve as a positive role model to individuals and the community
› To establish trust, demonstrate compassion, promote stability and create hope
for residents

Additional Critical Elements
- A background check must be passed prior to starting the position.
- Non-academic commitments (employment, student involvement) are limited to 10 hours
per week and require supervisor permission.
- Must attend a weekly 2-hour staff meeting that can start as early as 6 AM or as late as
11 PM.
- Must attend 3 in-service training sessions per semester.
- Must follow all local, state, federal laws in addition to all university, departmental and
supervisory policies.
- Each Community Advisor is allowed 10 nights away each semester (a night away is any
night when you have not returned to your room by 2 AM).


Dates of Appointment
The 2013-2014 Community Advisor appointment period is August 15, 2013 until May 18,
2014 for Bailey Hall, Centennial Hall, Comstock Hall, Frontier Hall, Middlebrook Hall, Pioneer Hall, Sanford Hall, Territorial Hall, and Wilkins Hall and August 12, 2013 until June 1, 2014 for University Village and Yudof Hall. Training in August will last full days and some weekend days and evenings. Attendance is a condition of the position.

Compensation
Community Advisors receive full board, a $250 per semester tuition credit, and a 14-meal per week (or equivalent) meal plan in exchange for their appointment.

APPLICATION LINK: http://miniurl.org/UofM_CA_App

Selection Timelines

These are the current application deadlines and workshop offerings over the next year. This document will be updated from time to time to reflect the addition of new application time periods. These appointment processes are for positions during the academic year only. In your application, you will be able to indicate when you will be qualified and interested in starting a Community Advisor position.


Spring 2013 Selection Process
January 16 (Early Application Deadline) - In order to be considered for weekend workshop #1 or Thursday night workshop (see below), you must apply by noon on this date. Applying by this dates does not guarantee you are assigned to weekend workshop #1.
January 18 - Candidates who applied by the early application deadline will be notified by 4 PM to their U of M email account if they have been assigned to Weekend Workshop #1 or the Thursday night workshop.
January 23 (Application Deadline) - Your online application must be completed by noon on this day. Late applications will not be accepted.
January 24 - This is the 1st night of the Thursday night workshop. This workshop runs three Thursdays in a row (January 24, 31, and February 7) from 6-10 PM each night.
January 25 - Candidates will be notified by 4 PM to their U of M email account about whether they meet qualifications for taking the workshop and the location of the workshop. Some people will not keep their first choice as we try to even out workshop sizes.
January 26-27 - Weekend workshop #1. This workshop meets for 6 hours on this Saturday and 6 hours on this Sunday (9 AM to Noon, 1 PM to 4 PM each day).
February 2-3 - Weekend workshop #2. This workshop meets for 6 hours on this Saturday and 6 hours on this Sunday (9 AM to Noon, 1 PM to 4 PM each day).
February 9-10 - Weekend workshop #3. This workshop meets for 6 hours on this Saturday and 6 hours on this Sunday (9 AM to Noon, 1 PM to 4 PM each day).
February 15 - Candidates will complete a 30-minute exit interview prior to this date. Someone will contact you prior to this date to schedule your interview.
March 1 - Candidates will be informed by email to their U of M account if they are offered a position for the 2013-2014 academic year. Those not offered positions are informed as to whether they have either been placed in our alternate pool or are considered unqualified for the position and removed from the
process. For people placed in the alternate pool, we will usually have approximately 15 more openings each year prior to August and another 10 opening each year between August and January. Qualified candidates will be considered for all available positions until their status ends in January 2014.


Summer 2013
May 29 (Application Deadline) - Your online application must be completed by noon on this day. Late applications will not be accepted.
May 31 - Candidates will be notified by their U of M email account about whether they meet qualifications for taking the workshop and the location of the workshop.
June 8 - Weekend Workshop Day #1. This workshop will meet from 9 AM to Noon and 1:30 PM to 4:30 PM in a location to be assigned later. You must be able attend both Day #1 and Day #2.
June 9 - Weekend Workshop Day #2. This workshop will meet from 9 AM to Noon and 1:30 PM to 4:30 PM in a location to be assigned later. You must be able attend both Day #1 and Day #2.
June 18 - Candidates will complete a 30-minute exit interview prior to this date. Someone will contact you prior to this date to schedule your interview.
June 25 - Candidates will be informed of their application status. We will fill any open positions available due to summer resignations and place all remaining qualified candidates in our alternate pool. Candidates not deemed qualified will be removed from the process. Qualified candidates will be considered for all available position until their status ends on June 2014.


Please review the position description and minimum qualifications to see if you believe this position will be a good fit for you. If you have further questions, please feel free to contact any of our professional Residential Life staff. You may also contact me by calling 612-626-5490 or by email at and e4174@umn.edu. Or you may contact Vicky Bayerl at 612-625-2121 or reslife@umn.edu.

Sincerely,
Grant Anderson
Coordinator of Residential Life
Housing & Residential Life

APPLICATION LINK: http://miniurl.org/UofM_CA_App

USB Resume and Cover Letter Workshop

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workshop.jpgJanuary 24th is right around the corner! Join CEHD Career Services and the Undergraduate Student Board (USB) on that day for a workshop on Resumes and Cover Letters. Whether you are experienced in writing resumes and cover letters or you are getting ready to write your first one, this workshop will assist you in crafting your personal marketing materials to make you appealing to potential employers.

Did you know that most employers focus on the first third of your resume and might look at it for as little as 30 seconds before deciding on your application? What do you have there at the top that will make you worth considering?

Learn other helpful tips and tricks, as well as work on your current resume and cover letter, whatever shape they may be in.

The event will be in STSS 412 on the 24th. RSVP by following this link: RSVP

Career of the Week- Youth Corrections Officer

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corrections officer.jpg

In October, there were 4653 reported law violations in the City of Minneapolis. Of those arrested for these crimes, over 17% were juveniles.

Corrections Officers work in the jails and prisons throughout the United States to provide a structured environment for those who have been sentenced for crimes. Currently, 5100 people in the state of Minnesota work as corrections officers. Many of them work with youth. Based on data from 2001, nearly 25% of youth who committed a crime at age 16 or 17 re-offended within 2 years.

As a Corrections Officer, you can provide support and direction to youth who have committed various crimes. A Youth Studies degree can help provide a foundation from which you can meaningfully impact the lives of youth who have been convicted of a crime. It also provides you an inside look at the correctional system, providing opportunities to make changes from the inside.

For more information on a career as a Corrections Officer, visit this site.

To learn more about career outlook and earnings, you can go to iseek.org.

Job Description:
The Research Associate - Reading & Literacy works as part of a research team on a variety of projects involving educational assessment and instructional technology. This position will assist in the management of resources across projects of varying complexity, leading communication efforts both internally and externally, and participating in all phases of research projects, including research design, project management, data collection, and analysis. The Research Associate - Reading & Literacy will also collaborate with researchers in responding to external requests for information, external grant applications, and in preparing study results for publication or presentation.

Specifically, this position will serve as an in-house expert on early reading and literacy development, providing guidance and conducting research in support of Wireless Generation's products including mCLASS®:DIBELS®, mCLASS®:Reading3D™ - Text Reading and Comprehension, and Burst®:Reading.


Responsibilities of the Research Associate- Reading & Literacy:
* Lead, coordinate, and conduct education research projects of varying complexity
* Draft high-quality study reports and other publications
* Contribute to the design of research and evaluation studies, including evaluation and efficacy studies based on experimental and quasi-experimental methods
* Conduct reviews of relevant literature that supports the research foundation of current products, informs the design of research and evaluation studies, and contribute to the development of new assessment products
* Implement and manage project schedules, plans, goals and budgets under the indirect supervision of the Director of Research and Psychometrics


Qualifications:
Basic Qualifications:
* Master's Degree in the social sciences (e.g., education, instructional technology, or psychology).
* 2+ years of experience in running record assessments, guided/leveled reading strategies, the response to intervention (RtI) framework, and the Common Core State Standards for English Language Arts
* 2+ years of experience with experimental design, research project management, and educational measurement

Preferred Qualifications:
* Ph.D. in the social sciences (e.g., education, instructional technology, or psychology)
* Excellent writing, analytic, and verbal presentation skills
* Previous elementary teaching experience.


This position may be funded, in whole or in part, through American Recovery & Reinvestment Act funds

Wireless Generation is an Equal Opportunity Employer, M/F/D/V.

Application Instructions:
http://ch.tbe.taleo.net/CH14/ats/careers/requisition.jsp?org=WIRELESSGENERATION&cws=1&rid=2429
https://www.myinterfase.com/goldpass/Job/Detail/Z3BVKzh4eEZPL3JGdVN1dFk0TWN0UDlaUjZGc2lHYWY3NVB4Y21OQWdQST01

Career of the Week: Community Service Director!

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Do you enjoy working in fast-paced, people focused environment? Are you passionate about organizing and volunteering to make a difference in your community? Consider a career in Community Services Management.
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Community Service Directors often work for non-profit organizations that manage programs throughout the community. These programs often involve assistance to low-income residents in the areas of education, health care, legal assistance, or general information for improving one's circumstances. Directors often coordinate the day-to-day tasks of individual programs and often manage or oversee volunteers. Oftentimes, there are opportunities for directors to be directly involved as well.

This field is projected to grow at a faster than average rate and will continue to offer a variety of opportunities for new graduates! Check out more info below.
http://www.bls.gov/ooh/management/social-and-community-service-managers.htm

Success Story | Asja Karic, Family Social Science

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karic,asja.JPG

Asja Karic, Family Social Science
Advocate | Lewis House Domestic Violence Shelter


How did you learn about your current position?
I learned about my current position through the Minnesota Council of Nonprofits website. I saw a position I was interested in and sent in my resume. I received a call a week later saying that the position was already filled and asking if I would be interested in interviewing for a part-time Advocate position that has not even been posted yet. I agreed, as I really wanted to be a part of this organization. A few weeks into my work as a part-time Advocate, my supervisor called me saying I have been doing an excellent job and offered me a full time position. I accepted!


Describe your current position.
I am currently an Advocate for Lewis House domestic violence shelter. I provide direct care, advocacy and crisis intervention to families experiencing domestic violence or sexual assault. A big part of my position is to ensure that the women and children at Lewis House receive all the resources and assistance they need in order to be self-sufficient and stay out of abusive relationships when they leave the shelter. I also provide crisis counseling in person and over the phone and facilitate a support group for women who have experienced domestic violence.


What do you most enjoy about your position? What are some of the challenges?
Every day when I drive home from work I feel accomplished and I know that I made even a small impact in ending the cycle of violence that so many women are stuck in. The most satisfying part of my work is interacting one-on-one with families and serving as a support for women who don't have that elsewhere.

The most challenging part of my position is turning someone down for shelter. We have been packed over the limit almost every day since I have started. When we're full, we have to refer people to other shelters and sometimes homeless shelters that don't have the resources to support a woman experiencing domestic violence. It is certainly difficult to come to terms with the idea that I can't help everyone.


During your job search, how did you make yourself stand out to employers?
I was told by a career adviser from CEHD Career Services that having a portfolio of my past work relevant to the position would be a great asset. I really believe that this set me apart from many applicants. Even if I didn't get a position, interviewers were impressed and enjoyed looking through the portfolio during the interview. In the interview for my current position, the person interviewing me actually asked to have a copy of some of my work in the portfolio to show other staff!


What did you find to be the most helpful during your job search process?
I really took advantage of Career Services at the U of M. As soon as I graduated, I made an appointment and improved my resume with a lot of help. I also gathered all of the information on interview questions and practiced my answers many times.

I joined LinkedIn and that opened many doors and connections. Throughout my job search, it was extremely helpful that I had built good relationships with my volunteer and internship supervisors in order to get great letters of recommendation of my work.

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At the University of Minnesota and in CEHD we feel every student has what they need to be successful. We believe in taking a strengths based approach and work with students to learn to use their talents so they can be developed into strengths.


What are your top 5 talent themes?
Relator, Connectedness, Learner, Achiever, Responsibility


In what ways do you use your talents each day?
As an academic advisor, I strive to get to know my students in an in-depth genuine way over time. This is my Relator at work. I often find that my best work with students occurs after we have gotten to know each other. That's one reason I love working in CEHD and getting to know my students better each year as they move from orientation to graduation.

Connectedness has an impact on how I work with students and colleagues. In meetings and on committees, I often see the themes and connections that can bring together different viewpoints. With students, my connectedness helps uncover connections between past, present and potential future experiences. It also helps me effectively support students through difficult times because I deeply believe that things will work out. This intertwines with my Learner which is always looking for life lessons in everything. When my team or a student is facing a challenge, I am compelled to search for the meaning in what is happening and try to turn it into a learning experience. I never feel like I've learned all I need to and have a drive to constantly improve.

In my day-to-day work Achiever and Responsibility help me focus and use time productively. I make lists, prioritize, and am always looking ahead to what I can do next. Another advantage of these strengths is that others see me as dependable and able to follow through and meet deadlines.


Which of your talent themes fit you best and why?
Relator and Connectedness are the talent themes that describe me best and influence me on a regular basis. My work centers around getting to know people and helping them discover and work toward their goals and dreams. I also love getting to know so many different people and helping them over time. I learn so much from my students and feel lucky to watch them change and grow.

Connectedness is something I feel is always giving me a fresh perspective on life. Working with people, I get to constantly see how we experience life differently and what I can learn from others. At the same time, I have a strong belief that our lives are all connected on some level. The better we can relate to each other and be good stewards of our world and our communities, the better life will be for all of us.


Anything else you would like to share?
It took me a long time to feel comfortable talking about and embracing my talent themes, but it is really paying off. At first I was resistant to being limited by the themes and feared being misunderstood. What I have come to see is that the talent themes are expressed differently for different people and it's important to put them in your own words. I also noticed that I feel most comfortable sharing my themes with those who I know well (Relator) and am more confident talking about them after doing some research and reflection (Learner). In the end, I can see how working on developing my talent themes is helping me to better understand the unique strengths I have to offer.


If you are a CEHD student, staff or faculty interested in being featured in the CEHD Strengths Spotlight e-mail Jeannie Stumne at stumn001@umn.edu.


Visit Strengths at the U to learn more!

College of Education & Human Development
cehd@umn.edu | 612-626-9252 | 104 Burton Hall, 178 Pillsbury Dr SE, Minneapolis, MN 55455

© 2011 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer.