Community Ed: Seasonal Casual and Project Kids | Diamondhead Education Center


 In District One91, we are committed to removing barriers and forging unique pathways to create a future ready community. We believe that when each individual contributor is free to be their whole self and bring their whole self, we are collectively more radiant.

Burnsville-Eagan-Savage School District 191 is a dynamic and innovative suburban public school district serving approximately 7,500 students. The District includes 8 elementary schools with kindergarten through grade 5 (some with voluntary pre-kindergarten programs), two middle schools with grades 6-8, one high school with grades 9-12 and one alternative high school. The District also includes one of the most extensive Community Education programs in the state, serving newborns up through senior citizens.

Job Description
The person selected for this position will be responsible for the planning, implementing and evaluating of those programs involving children, birth to prekindergarten. Including the planning and implementation of parent/child interaction programming.

Position Overview


  • BA or B.S. degree¬†
  • Family Life Education or Child Development licensure as an Early Choldhood Educator or Parent Educator in Minnesota. ¬†

 Preferred Qualifications

  • BA or B.S. degree¬†
  • Child Development licensure as an Early Childhood Educator. ¬†

Primary Responsibilites

  • ¬†Work cooperatively with the program and administrative staff, program coordinator, and peers in the planning, development, implementation¬†of the program
  • Encourage positive staff relations and communication with the program
  • Keep children’s environment safe, orderly and attractive
  • Maintain and provide on-going records and submit reports to supervisory personnel including attendance, time sheets when applicable, and evaluations
  • Be responsible for written plans for each class and topic used in the course of class assignments, home visits including special events and room environments for classes with no parent/child separation; plans to be submitted to coordinator quarterly.
  • Attend all scheduled staff meetings, in-service, planning sessions, courses, conferences, etc.
  • Be knowledgeable about community agencies and services and assist families in finding appropriate resources ‚ÄĘ Assist in public relation events sponsored by the program
  • Plan/implement special event activities during the year to encourage growth of the program
  • Support colleagues in all phases of the program by conferring on a regular basis
  • Comply with District 191 policies and Community Education philosophy

The successful Early Childhood Lead Preschool Teacher Substitute will be an individual who…
… firmly believes:

  • all students can learn and that their learning can be directly influenced by focusing on factors over which we have control
  • that student learning guides practice and decision-making throughout the school and system
  • in shared accountability and responsibility through working interdependently
  • in fostering a commitment among staff and parent communities to create the conditions for equity and excellence resulting in elimination of the achievement gap
  • in a model that promotes professional reflection and continuous improvement

… has demonstrated:

  • successful experience in facilitating high-quality professional learning and remarkable outcomes through application
  • the ability to effectively manage and lead change, including changing practices and structures in our school system that may perpetuate inequities based on race and class
  • outstanding¬†skills in written and oral communication, talent management, and school operations
  • effective facilitation and personal use of technology as a communication tool to improve student achievement and manage work
  • personal professional learning and development through a strong understanding of literature related to education, student learning, and leadership
  • the ability to manage dialog effectively, valuing alternative points of view in planning and decision-making
  • that he or she is a visible instructional leader
  • courage to do what is best for students

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don’t believe you meet every one of our qualifications described.

Equity is one of District One91’s core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students. District One91 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.