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Minnesota Association of School Administrators

Class II Paraprofessional 2025-2026 School Year

Class II Paraprofessional 2025-2026 School Year

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 Job Summary:

Under the direction of licensed special education teacher and/or related services staff, the Special Education Paraprofessional assists one or more students in accomplishing activities of daily living; instrumental activities of daily living, health related functions; redirection and intervention of behavior; and other tasks as are identified within assigned students’ IEPs. Special Education Paraprofessionals may be assigned to work with students who have special healthcare/medical needs, have behavior intervention plans or require other forms of specialized care.  Assists teachers by working with individual students or small groups, and performing related work as assigned.  Work is performed under the supervision of the Teacher and the general direction of the building Principal.

 

Job Qualification:

Must have a High School Diploma/GED and or College Degree. Or must be able to pass the ParaEducator Assessment upon hire.

 

To see full job description, please click the link below.

Class II Paraprofessional

Apply Today!

https://worthington.schoolspring.com?jobid=5402466

 

Benefits:

Health Insurance
Health Savings Account
Flexible Spending AccountMedical / Dependent Care
Dental Insurance
Vision Insurance
Life Insurance
Long Term Disability
Worker’s Compensation

Retirement

403b
Public Employee Retirement Association (PERA)

Other Benefits

Sick Time
Personal Days
Paid Holidays
Equal Employment Opportunity
It is the policy of the Worthington School District to provide equal employment opportunity for all, without discrimination on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation, or age.

ISD 518 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located on the district website’s Title IX page.

Automotive Technology Teacher

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Primary Responsibilities:

  • Automotive, Construction and Welding class instruction
  • Oversight and management of the automotive/tech annex on-site at Burnsville High School
  • Opportunity to instruction and lead an Automotive Service Excellence ( ASE) certified program.
  • Tech annex contains five vehicle bays, five car lifts, motorcycle lift, custom car paint booth, classroom for on-site instructional area, office space, welding and metal fabrication lab (13 welding booths), curriculum to support the ASE program and multiple machines to support automotive instruction
  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose

ECSE Inclusion Special Education Teacher

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Primary Responsibilities:

  • The licensed Special Education Lead works closely with the district Individualized Student Services Team to support the development and implementation of the building/program’s special education service delivery model.
  • The teacher serves as a resource for their special education staff in disseminating information on evidence-based instructional practices and targeted professional development.
  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose

School Student Support Specialist

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School Student Support Specialist (i.e., School Social Worker, School Counselor, School Psychologist, Interventionist)

Position Location: Pine City Elementary

Position Purpose:
The School Social Worker position brings unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, students, and administrators as well as provide individual and group counseling/therapy.  School social workers are instrumental in furthering the mission of the schools, which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district’s ability to meet its academic mission, especially where home, school, and community collaboration is the key to achieving student success.

Essential Duties:

  • Behavior Intervention, Support, and Crisis Response
    • Facilitate behavior and crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Collaborate with the county, school district, and education district to implement a screening process to promote early intervention with students at-risk for mental health problems
    • Participate in the Student Assistance Team (SAT), Problem Solving Team (PST), Student Support Team (SST) and/or other data team meetings within the building(s) of assignment
    • Collect information to identify and analyze problems and develop, implement, and evaluate intervention plans
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Social Emotional Learning Assessment and Services
    • Complete screenings to assist students, families and school staff in determining appropriate social emotional and/or mental health supports, both internally and through outside agencies
    • Support families in arranging for services from an outside agency and gather relevant school information to assist in evaluating the effects of treatment as requested
    • Provide direct Social Emotional Learning (SEL) services to individuals, small groups, classrooms, or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Assist in the design and delivery of Extended School Year services for students on IEPs who have mental health needs
    • Provide SEL-related education and consultative services to school staff and families
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Plan and implement professional learning opportunities regarding SEL at SCRED and building(s)/district of assignment as requested
  • School Engagement
    • Assess students’ levels of engagement/withdrawal by monitoring risk factors such as attendance, tardiness, behavioral referrals, poor academic performance, and in-school or out-of-school suspensions
    • Respond on a regular basis to students’ educational needs according to their type and level of risk for disengagement from school
    • Provide regular feedback to students and families about their overall progress in school and in relation to specific risk factors

Long-Term Substitute Science Teacher

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Primary Responsibilities:

  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose

 

Executive Assistant to the Superintendent and School Board

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Eden Prairie School District is seeking applicants for the Executive Assistant to the Superintendent and School Board.  This position provides high-level administrative support to the Superintendent of Eden Prairie Schools and facilitates effective communication with staff, the School Board, and the community. The Executive Assistant ensures the Superintendent’s office functions smoothly and that School Board meetings and documentation are managed with accuracy and compliance. While the role provides structured support to the School Board through communication, document management, and meeting logistics, the position reports directly to the Superintendent.

Eden Prairie is a diverse school district with over 1,500 employees serving approximately 9,000 students.  The district is recognized for its quality initiatives and its leadership in educational programming.

To learn more about our district, please click this link: http://edenpr.org.