Employment Opportunities at TCA

We are always looking for great people to join the TCA family. Listed below are current openings.

If you are interested in joining our team, please complete this application form and email a cover letter, resume, and file folder number (if applicable) to hr@twincitiesacademy.org

Bilingual School Day Receptionist/ Attendance Clerk

Position Title: Front Desk Receptionist / Attendance Clerk
Schedule: Monday–Friday, 8:15 a.m.–4:30 p.m. (includes a paid 30-minute lunch break)
Salary Range: $40,000–$42,000 annually – 210 calendar days
                        ($23.81/HR-$25/HR)

Institution Description

Twin Cities Academy is an urban, college preparatory, public charter school located in East Saint Paul, serving students in grades 6-12. The school’s mission emphasizes academic rigor, leadership development, character building, and community engagement through the lens of educational equity. We believe that all students should have the opportunity to attend a post-secondary institution. We have a history of success including being designated consistently as a “Reward” school by the Minnesota Department of Education for our work in closing the educational opportunity gap. TCA is a twenty year old, well established charter school, with a history of providing a quality secondary school education. 85% of our graduates complete post secondary education, and we graduate between 95-100% of all seniors each year. Twin Cities Academy has consistently earned the recognition of a high-quality charter school from the Department of Education as well. Please visit our website at www.twincitiesacademy.org to learn more about our school.

Position Summary

The Front Desk Receptionist / Attendance Clerk serves as the first point of contact for students, families, staff, and visitors. This role is essential to creating a welcoming, organized, and supportive school environment while ensuring accurate attendance records and smooth front office operations in a fast-paced setting.

Primary Responsibilities

• Greet and assist all visitors in a professional and welcoming manner
• Require all visitors to sign-in and identify themselves; provide appropriate passes and badges following school protocol
• Answer incoming phone calls and direct calls appropriately. Check voice mail messages left in school’s general mailbox on routine basis and distribute accordingly those messages needing immediate attention
• Record, track, and manage daily student attendance and absences
• Communicate effectively with parents/guardians regarding attendance matters
• Sort and distribute incoming mail, documents, books, materials and supplies following established procedures and deliver mail and other material to staff mailboxes when needed
• Support students, families, and staff with front office needs
• Maintain confidentiality of student and family information
• Be knowledgeable and current on school activities, programs, and events related to the school calendar
• Perform other duties as assigned

Computer Skills

Computer Skills To perform this job successfully an individual must have knowledge of Microsoft Office Suite, (Word, Excel, OneNote, Power Point) and a familiarity with Google Workspace

Qualifications

• High School Diploma or equivalent required
• Spanish speaking required
• Ability to work effectively with a diverse population of parents, students, and staff
• Strong communication and interpersonal skills
• Strong organizational skills for multi-tasking and prioritizing responsibilities
• Knowledge of good telephone etiquette with the ability to deal tactfully and confidently with callers and visitors
• Ability to multitask and remain calm in a fast-paced environment

Preferred Qualifications

• Previous experience working in an urban secondary public school
• Experience in a front office, receptionist, or attendance role
  

Core Competencies & Values

• Demonstrated commitment to educational equity
• Passion for ensuring all students have equal access to a rigorous, college-preparatory curriculum
• Professional, dependable, and student-centered approach

Compensation and Benefits

Compensation, Benefits and Hiring Pay is competitive and commensurate with experience and qualifications. Benefits offered for full-time employees include health benefits, paid vacation, personal days, paid holidays, and HSA plan with employer contribution.

Application Instructions

To apply complete an application form HERE and email cover letter and resume to HR@twincitiesacademy.org. 

Special Education Paraprofessional

Apply:  To formally apply, please complete the application here or copy and paste the following link into a new browser: https://docs.google.com/forms/d/e/1FAIpQLScu7xwrpbusPdPSxIDV9CrelazWmCO_1dgSnNOWonxQjzGfdw/viewform

Position Reports To: Assistant Director of Special Education, and through Assistant Director of Special Education to Executive Director and School Board

Minimum Qualifications: 

• High School Diploma or AA degree, higher degrees valued
• 60 college credits or ability to pass the ParaPro or ParaEducator assessment
• Experience working with students, preferably in an urban environment
• Training, or willingness to complete training, in Crisis Prevention Instruction (CPI)
• Willingness to learn about various disabilities that interfere with learning, and strategies for assisting students to overcome these challenges and learn

Focus Areas for the 2025-2026 School Year:

• Collaborating with general education and special education staff to know students, share concerns, share strategies, and plan for student success 
• Assisting students in a way that:
  • Supports both SPED and school-wide behavioral and social-emotional learning programs
  • Promotes skill development and independence
  • Supports and complements the routines and lead of the primary educator in the room
  • Communicates questions, needs, and celebrations directly with other staff members
• Delivering required support services to students with IEPs, and support others as able

Essential Job Functions: 

Preparation and Collaboration: 

• Develop thorough knowledge of the students with whom you work, using the Individual Educational Program (IEP), most recent evaluation, and case manager conversation as starting points, then using available resources to learn about the disabilities you will experience
• Learn the Minnesota and TCA expectations for instructional support staff by completing mandated training and participating in continuing education provided
• Ensure that you understand the Positive Behavior Support Plan (PBSP) for any child with whom you work, and acquire the skills needed to work with that child effectively
• Attend assigned meetings with other TCA staff, actively participating in pursuing and sharing knowledge in general and about specific students
• Participate fully in coaching and training opportunities, both school-wide and for the paraprofessional role, as assigned.
• Initiate timely and regular communication with case managers and teachers regarding individual students and general concerns 
• Initiate regular conversation with classroom teachers about their preferences for division of labor for any particular day, lesson, or activity
• Check email on a regular basis as that is the main method of communication
• Ask the Assistant SPED Director for what you need to do a great job
• Inform the Assistant SPED Director of both problem areas and exemplary work in the program areas to which you are assigned.

Support for Student Skills :

• Initiate classroom interactions with students to accomplish the goals outlined in the IEP, providing scaffolding to help students learn to engage in learning in both general education and special education classrooms. 

• Promote student independence in generalizing academic and behavioral skills across all school environments and gradually reducing scaffolding, in collaboration with the case manager
• Follow Positive Behavior Support Plans (PBSP) in the process of providing support.
• Re-teach content that has been taught by the primary teacher in the classroom.
• Break work down into small steps (and routines where possible) for students, teach the routine, and prompt student to apply the routine to each assignment
• Plan and implement for relationship-building in the classroom
• Follow student cues for developing a relationship with each student, and be the leader in initiating steps toward a working relationship toward academic participation and progress
• Provide a variety of opportunities for students to practice the skills and content taught, using your imagination to find ways to repeat information in ways that capture the attention of the student
• Help students use technology productively through teaching, reminders, and examples
• Work with students 1:1 and in small groups to give individual attention and support
• Redirect student attention when attention wanders or behaviors interfere with learning
• Provide positive reinforcement to students by noticing and commenting positively on accomplishments, even small ones, initiating positive general conversation as appropriate, and thanking them for ordinary courtesies and cooperation. Aim for a 5 to 1 ratio of positive comment to correction
• Meet the needs of students with legally-mandated para assistance first, then expand assistance to other students in the classroom, first students with and then students without IEP’s
• Monitor and document student progress as requested by the case manager and/or PBIS training

General:

• Participate in Crisis Management (CPI) Training annually, and use these strategies when responding to a student in crisis, including prompt completion of all documentation
• Participate in additional required skills training as assigned
• Request training you need to do an excellent job in your position
• Supervise and oversee special education students as assigned, holding them accountable to building-wide standards
• Participate in the school-wide staff evaluation process
• Maintain professional boundaries and appropriate confidentiality at all times
• Adhere to the provisions of the TCA Staff Handbook and Employment Agreement
• Participate in the mission and vision of Twin Cities Academy

Required Skills: 

• Ability to be consistent, calm and positive during all student interactions, which may include during times of verbal and physical escalations
• Ability to deal with students in a warm and confident manner
• Ability to remain flexible to changes in assignments or situations
• Ability to nurture independent application of self-management and academic skills in students
• Willingness to learn and implement new skills
• Ability to complete required components of the job in a timely manner, including all documentation, training and fidelity checks 
• Ability to establish and maintain effective working relationships with a variety of staff and students in a multicultural environment 
• Strong collaboration and initiation skills
• Basic knowledge of special education disability categories, legal compliance with special education law, and behavior analysis, including how antecedents and consequences affect student behavior
• Skills in handling confidential information
• Skills in computer technology necessary to fulfill the requirements of the job
• Understanding of special education disability areas and legal compliance with special education law regarding behavior