Oshki Ogimaag Charter School
P.O. Box 320
Grand Portage, MN 55605
EMPLOYEE CANDIDATE PACKET
CONTENTS
Introduction
Mission Statement
Primary Themes
Mishomis Teachings
Curriculum Overview
Job Description
Application
Housing Resources
Map of the Grand Portage area
Introduction
Oshki Ogimaag Charter School (pronounced Osh-kay Ogemagh, translating into the
school of new leaders) is a new Minnesota public K-6 charter school, soon to open in the
fall of 2009. Sponsored by the Audubon Center of the Northwoods, Oshki Ogimaag is
located 35 miles north-east of Grand Marais, Minnesota on the Grand Portage
Reservation, and is housed in a high-tech, state of the art facility within the Grand
Portage Community Center, the social hub of the community. Future leaders will receive
a complete education while attending a school without walls, utilizing the school building
for classrooms, and our homeland as an extended campus promoting the philosophy that
all time and space holds opportunities for exploration and learning. The physical
environment of the Grand Portage Reservation will be a dynamic learning center teaching
students about the natural environment, the history of all peoples and events that have
crossed this land, and the interconnectedness of all peoples, things, and beings.
Oshki Ogimaag Charter School’s mission is to create a K-6 learning environment of
excellence embedded in respect, love, truth, humility, honesty and courage. Rooted in the
Grand Portage Anishinaabe culture and language within a state of the art technological
setting we will prepare students through innovative experiential learning and service
projects to become life-long learners that 1) reach their personal and academic potential,
2) preserve the Grand Portage Anishinaabe language and culture, and 3) contribute to the
wellness of future generations. The progressive school environment and curriculum will
have a strong Ojibwe culture and language focus, deeply connected to the Earth’s ecosystem, with high expectations for academic excellence. Class size will be small and
organized in high-tech multiage classrooms. Teachers will have broad authority to
design their own classrooms and course offerings around the new Minnesota State
Standards with innovative approaches to motivate and inspire rural K-6 students.
It will accomplish this through the following:
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Guarantee the future of the Anishinaabe cultural knowledge, values, and history to
sustain and empower our Elders, families, and youth.
Ensure and encourage academic competence, positive leadership skills, and social
self-sufficiency.
Instill a love of learning and respect for other cultures.
Collaborate with tribal schools throughout Indian country to promote knowledge and
respect for Indigenous worldviews.
Be a focal point for the Grand Portage community and the larger indigenous
communities to meet the ever-changing educational and social needs with new
methodologies and innovative technological opportunities to enrich our learning
experiences and opportunities.
A curriculum that teaches children about the interconnectedness of the physical
and human environments.
Parents, students, teachers, and administrators as allies in the community of
learning.
Student ownership of learning through empowerment and recognition of diverse
learning styles.
Primary Themes
Learning from elders
Knowing a sense of self
Mishomis Teachings*
Curriculum Integration
Academic Excellence
Family Partnerships
Off Site Community Classrooms
*Mishomis Teachings
Nibwaakaawin (wisdom)
Minaadendamowin (respect)
Zaagi’idiwin (love)
Debwewin (truth)
Zoongide’ewin (bravery)
Gwayakiziwin ( honesty)
Dibasendiziwin (humility)
Leadership
Connecting with global communities
Technological Proficiency
Hands-on, project based learning
Anishinaabe Language and Culture
Community Involvement
Environmental Preservation
New Leaders
Oshki Ogimaag Charter School is a community that strives to represent and
empower individuals with essential skills for life success. Leadership skills that
include:
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Communication skills
Critical thinking and problem solving
The ability to use knowledge at the appropriate time and place
Collaboration and teamwork combined with the ability to negotiate
Planning strategies in coordination with achieving a vision
And persistence and determination
Each of the previously mentioned skills is basic to the creation of a community
that succeeds together. As important elements of any learning environment, these
life skills will be integrated into all curriculum areas as the core of the learning
process.
Oshki Ogimaag Charter School Curriculum
As our mission states, Oshki Ogimaag Charter School believes in student ownership of
learning through empowerment and recognition of diverse learning styles. We also
believe in a curriculum that teaches children about the wonder of the natural world and
how we, as Ojibwe people, have a view of that world. We are committed to empowering
teachers to be creative designers of their own curriculum utilizing the different resources
we provide. Oshki Ogimaag Charter School has adopted a research and standards based
curriculum program that allows for optimum inquiry. The CREDE Standards for
Effective Instruction is the pedagogy guiding Oshki Ogimaag Charter School’s
educational programming.
Language Arts/Literature
In Language Arts, all students will learn the writing process as they proceed through the
Reading, Writing Workshop. This program is based upon the following assumptions:
each child is unique; children are empowered through language; literacy competence
emerges and develops; language is active, constructive and process oriented; language in
education is holistic by nature – the whole is greater than the sum of the parts.1 Reading,
Writing Workshop’s design supports developing life-long learners and excitement about
reading and writing. The Reading, Writing Workshop classroom assumes that children
are different and each child is unique and has unique interests, and that differences are
1
http://mwp.cla.umn.edu/index.html. The Minnesota Writing Project, a site of the National Writing Project
at the University of Minnesota, supports K-College teachers.
normal. Teachers using this model can accommodate the needs of all students.
All methodologies are supported by using resource materials, and whole group and
individual mini-lessons to guide student progress. Attention to phonemes is a central
function of the primary and intermediate reading program. Recommended Reading lists
to use for home and classroom selections will ensure exposure to a multitude of reading
genres (to include; poetry, mythology, classical novel, biographies, and historical fiction).
Reading, Writing Workshop naturally supports cycle of frequent assessment and
authentic evaluation by using the actual student work in reading and writing as the
assessment and evaluation tool. Assessment is focused on how the learner uses
knowledge and complex reasoning. Keeping record and assessment is the basis for
planning and teaching and the responsibility of both student and teacher. Assessment is
ongoing and embedded in a variety of forms.
Mathematics
Oshki Ogimaag Charter School will adopt the use of research-based math curricula that
promote students’ ability to ask questions, share ideas and communicate thinking in a
dynamic environment of learning.2 Students who talk and write about math as a way of
making sense of mathematical concepts are more likely to develop questions that direct
their future learning and work. The math curricula will offer students meaningful
mathematical problems, emphasize depth in mathematical thinking rather than superficial
exposure to fragmented topics, require multiple solutions and substantially expand
mathematical literacy.
Oshki Ogimaag Charter School students will:
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Spend time exploring math problems in depth;
Find more than one solution;
Invent their own strategies and approaches;
Choose from a variety of concrete materials and appropriate technology as a natural
part of their everyday mathematical work;
Express mathematical thinking through drawing, writing, and talking;
Move around the school as they explore the mathematics in their
environment; and
Work in a variety of groupings – whole class, individually, in pairs and in small
groups.
Science
Oshki Ogimaag Charter School adheres to the premise that children understand more
when they are actively involved in their learning and exploring a problem. A hands-on,
inquiry-based process allows students to be involved in activities that help them construct
2
SciMath Minnesota K-12 Mathematical Framework, SciMath.org.
knowledge about scientific concepts. Each unit begins with evaluating prior knowledge
and guiding students through the design of an experiment. Modeling how to ask specific
questions that can be answered by developing a procedure, making observations and then
drawing conclusions from those observations allows students to engage in authentic
learning and motivates students to construct knowledge. Students will progress to asking
their
own
questions
and
designing
their
own
experiments.
Oshki Ogimaag will utilize the FOSS program, which is based upon the premise that
scientific enterprise is both what we know (content) and how we come to know it
(process). Through this program, students will appreciate the scientific enterprise, learn
important scientific concepts, and develop the ability to think critically by actively
construct ideas through their own inquiries, investigations, and analyses. FOSS helps
develop basic skills within the context of learning science through student readings,
science journals, student projects, and the use of mathematics to quantify and
communicate results of investigations and experiments. In addition, the GLOBE (Global
Learning and Observations to Benefit the Environment) Program, a worldwide hands-on,
primary and secondary school-based science and education program will be utilized.
GLOBE's vision promotes and supports students, teachers and scientists to collaborate on
inquiry-based investigations of the dynamics of the Earth’s environment and the Earth
system working in close partnership with NASA and NSF Earth System Science Projects
(ESSPs). Teachers are trained in methods of collecting field data that are designed to be
compatible with inquiry and cooperative learning models. Students investigate their local
environment with a series of learning experiences and enter the data on the GLOBE
website. Scientists and other students use this data to further their understanding of these
areas.
History/Geography/Social Studies
The education of any people needs to be taught from within their culture. Based on the
work of Dr. Roger Taylor3, Oshki Ogimaag Charter School will adopt the use of the
cultural universals framework in order to implement a history, geography, and social
studies curriculum that allows for the inclusion of learning about many cultures and the
teaching of key historical events of the Grand Portage Band of Lake Superior Ojibwe.
The framework for the history/ geography/ social studies curriculum is compatible with
the study of any culture (ex. school, city, demographic group) through looking at the ten
cultural universals and provides the thematic structure for learning. In addition, the Indian
Land Tenure Foundation Curriculum will be incorporated with the above strategies.
Modified to reflect the land history and tenure of the Grand Portage Reservation, this
curriculum is grouped according to four content areas: 1) American Indian traditional
land values, 2) American Indian land tenure history, 3) Contemporary American Indian
land issues, 4) building a positive future for Indian communities through the land use and
stewardship.
3
Taylor, Roger. (1995). Reshaping the Curriculum: Using an integrated, Interdisciplinary, Thematic
Approach. Oak Brook, IL. Roger Taylor.
The mission of Oshki Ogimaag Charter School incorporates not only an environmental
curriculum, but also Ojibwe language, culture and history. We will work with
community resources, such as the Grand Portage State Park and Grand Portage
Environmental Department to implement our environmental curriculum and create our
off-site community classrooms.
Art
In compliance with the new Minnesota Academic Standards, students will participate in a
variety of art genres. The visual art focus will include the history of art, technique,
methods and styles of art – to include tribal and cultural. Performance art will involve
vocal, dance, acting, exposition and improvisation.
Music
Students will be exposed to a variety of musical genres including: the traditions of the
drum, and learning Ojibwe songs through drumming singing, and dancing; creating
music, beat/rhythm, singing in a group, following the lead singer, various tempos; folk
songs of different cultures and generations; incorporating history in studying the
significance of song to social groups; creating original songs; and using music throughout
the curriculum as an avenue for student learning.
Physical Education
Oshki Ogimaag Charter School believes students’ physical health is as important as their
academics. The School will focus on living a healthy lifestyle and the importance of
physical fitness and nutrition. Cultural connections will naturally be woven into the
curriculum, as a promotion of healthy lifestyle choices. The Physical Education
curriculum will comply with all the new Minnesota Academic Standards.
Technology Integration
Technology is essential for learners of today. Five out of the top ten jobs are technology
based (Laura Morsch, CareerBuilder.com). The use of technology embedded in the
curriculum includes SmartBoard Technology, word processing, Power Point, tables and
graphs, and the Internet. Technology linked to all academic core areas and cultural
curriculum areas can support learning within enrichment or remedial situations while
building literacy and language skills and independence. Text to speech, speech
recognition, graphic organizers, and e-resources will be available. Technology will
enhance the learning environment.
Students at Oshki Ogimaag Charter School will create their own technology-based
products to build community and support academic learning. Technology will be used as
a part of a model that involves students in complex tasks, allows for student-centered
cooperative learning, increases teacher-student and peer interaction, and fosters positive
attitudes towards learning. Students will learn to use word-processing, hypermedia, web
site construction, power point, videography, production studio, and computer based art.
Students will be connected with other indigenous and non-indigenous communities
world-wide, participate in virtual field trips, complete interactive learning and service
projects using the Internet and multimedia resources, participate in e-mail exchanges,
online bulletin boards, and make visual connections for understanding.
Oshki Ogimaag Charter School believes technology assists in promoting creativity, selfexpression, and feelings of self-efficacy. The use of technology facilitates unique
learning opportunities and contributes unique features to make traditional learning
environments more powerful and effective. Internet curriculum resources will be
researched in order to connect students and teachers with opportunities to learn with other
schools both locally and globally. Staff development for teachers in integrating
technology into the curriculum and using productivity tools will be provided. Classroom
teacher use of technology will include the use of PowerPoint outlines to model and
demonstrate lessons. Teachers will be encouraged to be creative with technology. Access
to software to support our teachers in curriculum mapping, lesson plans data, record
keeping, and report cards will be provided.
Ojibwe Language and Culture
One common idea is that if a language dies, the culture also dies because the language
contains and perpetuates the depth, subtleties, and nuances of culture. This universal
school of thought would say without language the songs, ceremonies, and oral tradition
are lost. Cultural curriculum will be integrated into all academic areas. Students will
demonstrate knowledge, skill, and understanding of cultural activities, products,
practices, and history. Ojibwe language curriculum will develop proficient speakers,
communicators, and writers. Youth will show evidence of comprehension of the spoken
and written language and participate in oral exchanges. Ojibwe language and culture
curriculum will sustain families and our community.
Students at Oshki Ogimaag Charter School should know, be able to perform and be
committed to learning the Ojibwe language and culture: including giving back to the
community, being role models for youth, participating in cultural events, speaking and
writing in the Ojibwe Language, and practicing self-sufficiency. Curriculum at Oshki
Ogimaag will support students to: acquire a love of learning, achieve academic
excellence, understand environmental issues, construct leadership and goal setting skills,
develop diverse ways of knowing and validating ideas, attain ways of developing
multiple perspectives, identify and develop connections between ideas, concepts and
applications, use methods of expression and communication, develop meta-cognitive
abilities, construct awareness of the vast contributions of all cultures to current
knowledge, recognize global perspectives, have respect for new ideas.
Oshki Ogimaag will achieve cultural learning goals with an approved Ojibwe curriculum
driven and guided by elder’s advisory committee that reflects the community, cultural
values, and environmental issues. All academic curricula include the Ojibwe Language
and Culture curriculum will be created and adopted based on valid research and
alignment with the new Minnesota Academic Standards. Equity in academic and cultural
curriculum will be evident through the inclusion of key culturally historic events and the
adoption of curricula that inspires children to grow their knowledge.
A School Without Walls
With the help of community elders and experts we will benefit from the rich physical
environment of the Grand Portage Reservation, which includes 56,000 acres of forests,
creeks, and ponds along the vast Lake Superior shoreline, by utilizing these resources to
provide students with hands-on learning and service opportunities. This physical space,
the history and knowledge it encompasses will create a “school without walls” as the
school’s satellite campus and learning community.
Classes will be held inside and outdoors with topics relating to land, water, air, and sky.
☼ To Anishinaabe people, land represents the quality of life for all beings.
Students will be involved with activities related to global positioning such as
orienteering, seasonal animal counts, plant life, sustainable living, and geology.
Students will assist hands on in conducting research of land use zoning,
cartography, and environmental science.
☼ Lake Superior, as well as the many surrounding lakes, creeks, and rivers
represent the life giving qualities of water. Students will actively participate in
monitoring the water and life quality of these bodies of water.
☼Topics involving air include all animals, insects, and birds that are able to fly,
weather, and climate change. Students will have the opportunity to participate in
current Reservation endeavors including air quality monitoring, and alternative
energy endeavors.
☼ Students will compare Anishinaabe teachings with those of western science in
studying planetary systems, sun, moon, stars, star cluster personifications,
traditional orienteering, and other topics related to sky.
Activities immersing students in the Ojibwe language to include seasonal immersion
camps, Ojibwe Language Tables, and cultural activities will be developed. An annual trip
to the Audubon Center of the Northwoods will compliment this, providing instruction
and programming developed to fulfill Oshki Ogimaag' mission and vision.
Community Role Models
Oshki Ogimaag Charter School will utilize the knowledge and strength of the community
role models to interact and motivate youth. These role models, with backgrounds similar
to those of the youth, will share their personal paths to success and also share how to
adapt to the pitfalls.
Oshki Ogimaag Teacher Job Description
Teacher, K-6
I.
GOALS OF EFFECTIVE PERFORMANCE:
To create a flexible program and environment which promotes learning and
personal growth; to establish effective rapport with pupils and good relationships
with parents and other staff members; to motivate pupils to develop the skills,
attitudes and knowledge needed to provide a good foundation for continued
academic growth.
II.
PERFORMANCE COMPETENCY:
A.
Pupil Progress
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12.
Takes responsibility for improving the performance of all students.
Develops and/or utilizes appropriate evaluation systems and
techniques which monitor students' progress toward mastering
curricular objectives.
Develops and utilizes appropriate methods for recording students'
progress.
Maintains complete and accurate records.
Uses knowledge of the curriculum and the standards of student
performance to plan appropriate long and short-term goals.
Uses student progress data to design and/or implement strategies
for classroom instruction and instructional intervention.
Develops assessment measures that match the established
curriculum.
Reviews test scores and classwork ensuring students are practicing
at a high rate of accuracy and mastering the new learning.
Covers appropriate content as determined by the curriculum and
provides opportunities for students to participate in a variety of
learning activities.
Determines student needs through the use of appropriate diagnostic
techniques and tools.
Designs and/or implements appropriate instructional interventions
for students slow to achieve mastery or for students who have
already achieved mastery.
Identifies and assists students having special needs, requests
assistance from appropriate support staff and implements their
recommendations.
13.
14.
15.
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17.
18.
B.
Communicates to all students the expectation that all will master
the basic skills.
Requires completion of all assigned classwork and homework,
modified as necessary.
Uses professionally accepted techniques to motivate students to
perform at their highest level.
Uses a variety of grouping patterns to meet the needs of
individuals.
Maintains records of specific concept and skill achievement as
related to grade level and subject standards.
Evaluates pupil's academic performance and social growth;
prepares progress reports and communicates with parents and
pupils on the individual pupil's progress.
Instructional Methodologies
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19.
Observes School policies and procedures and adopted
administrative regulations pertaining to instruction.
Demonstrates mastery and involvement.
Conveys the curriculum effectively.
Is organized.
Develops instructional plans on a yearly and unit basis.
Plans daily lessons to achieve identified lesson objectives with a
primary focus on student engagement and student success.
Has a wide range of instructional and assessment strategies and
utilizes them appropriately.
Addresses the learning needs of all students.
Addresses learning style differences of individual students.
Balances instruction to include direct instruction, lessons,
discussions, activities, practice, modeling, demonstrations, teacher
presentation, teacher questioning and other strategies.
Utilizes and integrates field trips to enrich curricula.
Engages students in the activity of the lesson.
Provides closure at the end of lessons and/or units.
Effective lesson development integrates components into a
conceptual whole, which establishes meaning for students and
moves them toward achieving lesson objectives.
Uses appropriate questioning strategies to elicit basic facts and
concepts, to encourage the exchange of ideas or information
among students, and to stimulate higher-level thinking.
Provides opportunities for problem solving.
Uses assignments to enhance student understanding.
Responds to student questions in a way that builds toward
achieving lesson objectives.
Extends beyond the basic subject matter to bridge and reinforce
knowledge from a variety of interrelated sources.
20.
C.
Effectively organize curriculum to address learners in a multi age
class.
Curricular Adherence
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D.
Observes School policies and procedures and adopted
administrative regulations pertaining to curriculum.
Possesses proficiency in subject matter and knowledge of
curricular guidelines.
Keeps current with research, new ideas, practices and
developments within the School, the state and nationally.
Maintains lesson plans that reflect knowledge, skills, and concepts
in curricular areas.
Aligns the lesson objective with the curriculum, state standards,
and school goals.
Aligns all instructional materials to the specific lesson objective.
Can articulate the context of a given lesson objective with the
course/subject curriculum.
Logically sequences course topics.
Presents course materials in a clear, unambiguous manner.
Long- and short-range evaluation instruments align with adopted
curriculum.
Participates in the curriculum revision process in the School.
Implements new ideas.
Uses School adopted curricula and texts and appropriate
supplementary materials, either published or teacher designed
which are appropriately aligned with curricular objectives.
Learning Environment
1.
2.
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8.
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11.
Is enthusiastic about teaching.
Is aware and sensitive at all times as to what is happening in the
classroom.
Encourages students to take responsibility for their learning.
Enjoys working with children or adolescents.
Demonstrates a genuine respect for all students.
Encourages all students to participate.
Provides feedback and encouragement to all students.
Creates opportunities for student collaboration, decision-making,
team building, leadership, and other transferable skills.
Demonstrates the ability to view the learning environment as
extending beyond the classroom.
Plans lessons or units to include opportunities for students to
demonstrate success and be acknowledged.
Provides opportunities for student choice and decision-making.
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E.
Professional Development
1.
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F.
Plans for appropriate use of students' time during class time.
Plans for transitions from one activity to another.
Paces lessons appropriately.
Plans for instructional and behavioral techniques to increase
student-engaged time.
Adheres to consistent Discipline and Character Development
program to maintain school standards of pupil behavior in and out
of the classroom.
Arranges room and assigned seating to minimize disruptions or
misbehavior and to meet the needs of students with special
concerns.
Establishes, communicates, and enforces behavior consequences.
Maintains a clean, safe, functional and attractive room.
Maintains knowledge of and adheres to the School's emergency
procedures.
Ability to utilize or develop Ojibwe language competency.
Plans and pursues a program of personal professional growth;
participates in appropriate School, county and statewide in-service
education activities.
Actively participates in the evaluation process.
Participates in the identification of School goals and objectives and
the development of strategies for their implementation.
Meets expectations of adopted administrative regulations and
procedures pertaining to non-instructional responsibilities.
Participates in required committee work.
Plans and coordinates the work of aides, teacher assistants and
other paraprofessionals, including parent volunteers.
Professional Conduct
1.
2.
3.
4.
5.
6.
Maintains universally accepted standards of conduct for teachers.
Maintains fair and equitable relationships with students.
Instructs pupils, especially as a role model, in citizenship skills.
Respects student confidentiality and releases information about a
student only to that student or his/her parents/guardians or
authorized school personnel.
Remains forthright, clear, honest and respectful in communications
with parents and recognizes their importance as partners in the
educational process.
Actively contributes as a member of a grade level, departmental or
faculty team and is supportive of other staff members and their
efforts.
To apply for a teaching position at Oshki Ogimaag Charter School,
please complete the enclosed application. Send completed applications,
along with three letters of recommendation and a letter of intent to:
Oshki Ogimaag Charter School
Attn: Anna Deschampe
P.O. Box 320
Grand Portage, MN 55605
Oshki Ogimaag Charter School
P.O. Box 320
Grand Portage, MN 55605
Standard Application for All Positions
(Please Print or Type)
POSTION(S) DESIRED _________________________________________
NAME_________________________________
LAST
FIRST
MIDDLE
___________________
SOCIAL SECURITY NUMBER
PRESENT ADDRESS
__________________________ _______________________
STREET
________________________________________
CITY
STATE
(AREA CODE) TELEPHONE NUMBER
___________________________________
ZIP CODE
E-MAIL ADDRESS (IF AVAILABLE) ________________________________________________
LIST, IN ORDER OF PREFERENCE, THE POSITIONS, GRADES, AND/OR
SUBJECTS FOR WHICH YOU ARE APPLYING:
1. ____________________ 2. ____________________ 3. ______________________
CERTIFICATION
(LIST ALL AREAS IN WHICH YOU HOLD VALID MINNESOTA AND/OR OUT-OF-STATE TEACHING
CERTIFICATES. NOTE: APPLICANTS HOLDING A CERTIFICATE FROM ANOTHER STATE MUST
OBTAIN A MINNESOTA TEACHING LICENSE IN ORDER TO TEACH IN MINNESOTA PUBLIC SCHOOLS.)
AREA OF CERTIFICATION
ISSUING STATE
DATE ISSUED
HAVE YOU ACQUIRED TENURE IN MINNESOTA? _______________________
IF YES, IN WHAT SCHOOL DISTRICT?
________________________
DATE AVAILABLE FOR EMPLOYMENT
________________________
IF YOU ARE NOT EMPLOYED FULL TIME, ARE YOU INTERESTED IN
BEING PLACED ON OUR SUBSTITUE LIST?
______ YES ______ NO
1
EDUCATIONAL BACKGROUND
SCHOOL OR
INSTITUTION
MAJOR/MINOR
DIPLOMAS,
DEGREES OR
CREDITS EARNED
GRADE
POINT
AVERAGE
(GPA)
HIGH SCHOOL
COLLEGE/UNIVERSITY
COLLEGE/UNIVERSITY
GRADUATE STUDY
GRADUATE STUDY
EXPERIENCE
Dates
Name of Employer, Address and Telephone Number
From
To
Work Performed:
Reason For Leaving:
Name and Title of
Supervisor
Final Yearly Salary
2
Your Title
Dates
Name of Employer, Address and Telephone Number
Your Title
From
To
Work Performed:
Reason For Leaving:
Name and Title of
Supervisor
Final Yearly Salary
Dates
Name of Employer, Address and Telephone Number
From
To
Work Performed:
Reason For Leaving:
Name and Title of
Supervisor
Final Yearly Salary
3
Your Title
Please list any activities that you are qualified to supervise or coach:
FOR TEACHING POSITIONS ONLY: If you have not been previously
employed in a teaching position, please complete the following:
STUDENT OR PRACTICE TEACHING:
GRADE OR SUBJECT
TAUGHT
NAME AND ADDRESS OF SCHOOL
COLLEGE SUPERVISOR
COOPERATING TEACHER
Student Teaching References:
Please attach photocopies of letters of reference and/or evaluations from
college/university student teacher supervisor and cooperating teacher(s).
4
REFERENCES
References should include superintendents, principals or professors who have first-hand
knowledge of your professional competence and your personal qualifications.
Experienced teachers should include the superintendent and principal of the two most
recent schools in which employed.
NAME
POSITION
ADDRESS
TELEPHONE
Summarize special job-related skills and qualifications acquired from employment or other
experiences (including U.S. military service) and/or state any additional information you feel may
be helpful in considering your application, i.e. honors, awards, activities, technology skills or
professional development activities.
5
GENERAL BACKGROUND INFORMATION
You must complete answers to all questions. If you answer “yes” to any questions, you
must list all offenses, and for each conviction provide date of conviction and disposition,
regardless of the date or location of occurrence. Conviction of a criminal offense is not a
bar to employment in all cases. Each case is considered on its merits. Your answers will
be verified with appropriate police records.
Criminal offense includes felonies, misdemeanors, summary offenses and convictions
resulting from a plea of “nolo contendre” (no contest).
Conviction is an adjudication of guilt and includes determinations before a court, a
district justice or a magistrate, which results in fine, sentence or probation.
You may omit: minor traffic violations, offenses committed before your 18th birthday
which were adjudicated in juvenile court or under a Youth Offender Law, and any
convictions which have been expunged by a court or for which you successfully
completed an Accelerated Rehabilitative Disposition Program.
Were you ever convicted of a criminal offense?
______Yes
______ No
Are you currently under charges for a criminal offense?
______ Yes
______ No
Have you ever forfeited bond or collateral in connection
with a criminal offense?
______ Yes
______ No
Within the last ten years, have you been fired from any
job for any reason?
______ Yes
______No
Within the last ten years, have you ever quit a job after
being notified that you would be fired?
______ Yes
______ No
Have you ever been professionally disciplined in any state? ______ Yes
______No
Professionally disciplined means the annulment, revocation
or suspension of your teaching certification or received a
letter of reprimand from an agency, board or commission
of state government.
Are you subject to any visa or immigration status,
Would prevent lawful employment?
______ Yes
______No
Note: If you answered “Yes” to any of the above questions, please provide a detailed explanation on
a separate sheet of paper, including dates, and attach it to this application. Please print and sign
your name on the attached sheet, and include your social security number.
6
Housing Resources in the Area
As an Oshki Ogimaag staff member, the School Board will assist you in finding
and securing housing in the area.
Picnic Bay Estates is rental housing owned and operated by the Grand Portage
Band of Lake Superior Chippewa. Family style apartment complexes and duplexes
are available through contacting Bonnie Johnson at (218) 475-0004.
The Grand Portage Housing Authority works with Native American people to
secure houses on the Grand Portage Reservation. For questions and placement on
the housing list, contact Gale Carlson at (218) 475-2552.
There are also multiple private renters in the Grand Portage, Hovland, and Grand
Marais Area. The Oshki Ogimaag Board will assist all employees in locating these
resources.