Website Hiawatha Valley Education District #6013
HIAWATHA VALLEY EDUCATION DISTRICT
POSITION DESCRIPTIONMnMTSS Behavioral Coordinator – 2022-2023 school year
The Behavior coordinator will coordinate behavioral support services between HVED districts and HVED. The behavior coordinator will consult with, and provide training and support to HVED behavior specialists. The behavior coordinator will consult with HVED schools to systematically implement research-based effective tier 1, 2, and 3 MTSS supports within each HVED school.
The qualifications for MnMTSS Behavior Coordinator are recommended by the administrator and determined by the Board of Directors. The qualifications include, but are not limited to, the following:Bachelor’s Degree required; Master’s Degree in education or related field preferred
Experience in training and development with students and staff
Experience in training in Social, Emotional, Behavior (SEB) best practices, trauma-informed care, restorative practices
Experience in using data-based decision making to determine appropriate social, emotional, behavior supports
Appropriate PELSB license in education, counseling, or school psychology
FUNCTIONS AND DUTIIES:
Following five fundamental components that work together to ensure successful implementation. Behavioral Infrastructure the Supports Continuous Improvement: Behavioral infrastructure refers to the collection of physical, relational, and procedural mechanisms in a system that support people as they coordinate and work efficiently together. These components provide the structural stability for initiatives to be installed, sustained, and improved independent of particular individuals and personalities. An effective school behavioral infrastructure increases the likelihood that improvement efforts are focused and aligned and that educators are empowered to ensure equitable, healing-centered, assets-based social, emotional, behavioral, developmental, and academic outcomes for every student.
Family and Community Engagement: Family Engagement is a process and a practice rooted in relational-trust which creates opportunities for equitable partnerships between families and school and district staff. These partnerships, from birth to graduation, nurture shared responsibility for students’ academic, behavioral and social success and honor the lived experiences, expertise, and cultural knowledge of all stakeholders–students, teachers, staff, families, and communities.
Behavioral Multi-layered Practices and Support: Behavioral tiered service facilitation is a school-wide, culturally and linguistically sustaining multilayered system of practices that intensifies instruction and supports as needed, so that each student meets rigorous and meaningful social, emotional, behavioral, developmental, and academic benchmarks. The tiers described refer to levels of support students receive, not to students themselves.
Behavioral Assessment: Behavioral assessment is the process of gathering evidence aligned to a specific purpose to be used in making educational decisions that improve the learning conditions for all students. A variety of assessment types and tools are used within the education system (classroom, school district, statewide), and the results should be used according to the intended purpose and the level of specificity of the information produced. Together, information on each system layer and assessment type describe the learning outcomes in relation to the defined expectations for all students. Behavioral assessments must be designed and validated for specific purposes.
Behavioral Data-based Decision Making: Behavioral data are used to solve problems and make important decisions that impact student behavior and social-emotional well-being. Such decisions should create a continuous cycle of systems improvement involving educator support, policy enhancement, and procedural/instructional improvement. Behavioral data sources might include existing academic and demographic records, surveys, interviews, observations, program/policy/process data and fidelity data.
MnMTSS Behavior Coordinator is accountable to, reports to, and works under the direct supervision of a Director of Special Education.
TERMS OF EMPLOYMENT
MnMTSS Behavior Coordinator is contracted annually for a term to be determined by the Board of Directors. The salary and fringe benefits for the MnMTSS Behavior Coordinator are subject to the provisions of the collective bargaining agreement between the Hiawatha Valley Education Association and the Hiawatha Valley Education District.
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