Full-time (1.0 FTE) Secondary Math Teacher at Faribault High School commencing with the 2022-23 school year on August 22, 2022. Course assignments could include AP Calculus, Intro to Computer, Robotics, Intermediate Algebra, Geometry, Safety Awareness
1.0 FTE Secondary Math Teacher – Faribault High School
Special Education Teacher
Benton-Stearns Education District-Full-Time Special Education Teachers-Setting IV
The Benton-Stearns Education District #6383 is seeking qualified applicants for full time (1.0) teaching positions for our Setting IV and residential programs for the 2022-23 School Year. We have programs located in the Minnesota communities of Cold Spring, Sartell, and Sauk Rapids. We have a variety of teaching positions available.
At Benton Stearns, we serve students from our 6 member districts of: Foley, Holdingford, Kimball, Rocori, Sartell, and Sauk Rapids-Rice. Students in our programs have been referred to us by their home districts due to needing extra support not available in the general education setting. Our programs support students with a variety of disabilities and significant social, emotional, and academic learning challenges in grades kindergarten to twelve plus. During their time at Benton-Stearns, students learn life, social, and academic skills with the goal of reintegrating back to their home schools. We are relationship based and use positive supports to increase motivation and decrease unexpected behaviors. We offer small class sizes with low adult to student ratios. Case management typically ranges from 6-10 students.
Applicants should have the ability and skills to work with high needs students. These positions will be responsible for development of positive behavioral interventions, classroom curriculum, case management and due process. The candidate will be expected to communicate effectively with parents, students, district staff, social workers, probation officers and co-workers.
School Psychologist
Benton-Stearns Education District #6383, located in central MN, is accepting applications for a full time licensed school psychologist(s). Applicants seeking a school psychologist internship placement are also welcome to apply and will be considered for this position. Applicants seeking part-time employment are also encouraged to apply.
Benton-Stearns Education District is located in Central MN and serves six member districts including: Foley, Holdingford, Kimball, ROCORI, Sauk Rapids-Rice and Sartell-St. Stephen. The position exists to support schools in their effort to proactively intervene with students through a Multi-Tiered System of Supports (MTSS) and to conduct educational evaluations. School Psychologists support students’ learning, social development, and mental and behavioral health using problem solving, assessment, data-based decision-making, and the delivery of evidenced-based interventions.
Our school psychologists are an integral part of site level teams. Ongoing collaboration with school staff, special education supervisors, and members of our school psychology team are a critical part of your role.
Special Education Supervisor
Benton-Stearns Education District is seeking to add a special education supervisor to our team. Benton-Stearns Education District serves six member districts in central MN, including Foley, Holdingford, Kimball, ROCORI, Sauk Rapids-Rice, and Sartell-St. Stephen. BSED supports our member district with 2 Setting IV facilities and provides educational services at the Grafton Residential Facility located in Cold Spring, MN.
The Special Education Supervisor will be a member of the BSED Leadership team and will report to the Executive Director. Additional duties may be assigned outside of the primary assignment including program monitoring, staff development, and member district support in areas of expertise.
River Valley Academy ALC Program (Winona, MN)-PARA
Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has a Setting IV Behavior Program that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The Setting IV Behavior Program is located in Kellogg (SAIL). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Hokah. HVED offers an Alternative Learning Center housed in MN College SE located in Winona, MN. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!
Paraprofessional
Location: Winona, MN
POSITION:
Hiawatha Valley Education District is seeking a talented Paraprofessional for the Alternative Learning Center (ALC) Program, housed in MN College SE located in Winona, MN. This position is full-time during the 9-month School Year.
EMPLOYMENT DATE: School Year 2022-2023
RATE OF PAY: $15.50-22.75 per hour. Benefits package available.
QUALIFICATIONS:Must meet highly qualified criteria: Associates Degree or higher degree, or meets Minnesota Certified ParaPro Assessment
Certified in Crisis Prevention Institute (CPI) Intervention (training provided)
Experience working with students with behavioral needs
Experience and skills in instructional role, use of technology, and interpersonal communications
Ability to effectively communicate with students, staff, and/or parents verbally and in writing
Ability to work with a team and take direction from supervising teacher
Ability to lift up to 50 pounds
Experience with Microsoft Office
RESPONSIBILITIES INCLUDE (but not limited to): Assisting teachers in their teaching duties and other general responsibilities such as organizing teaching manuals, providing instructional support, rendering reinforcement activities, etc.
Performing clerical tasks such as maintaining student attendance records, filing student information and progress reports, making copies, creating bulletin boards, etc.
Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher (e.g. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing classroom objectives and student participation
Administers tests, homework, make-up work, etc. for the purpose of supporting teachers in the classroom
Collaborates with supervising teacher(s) or other staff as assigned for the purpose of communicating information, resolving issues, and providing services in compliance with established guidelines
Monitors special education students (e.g. classroom, field trips, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment
FLSA: non-exempt
MnMTSS Behavior Coordinator
HIAWATHA VALLEY EDUCATION DISTRICT
POSITION DESCRIPTIONMnMTSS Behavioral Coordinator – 2022-2023 school year
GENERAL DESCRIPTION
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.
ORGANIZATIONAL STATUS
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.