1.0 FTE Early Childhood Special Education (ESCE) Teacher/PK-3 Special Education Teacher
2022-2023 School Year
Minnesota Association of School Administrators
1.0 FTE Early Childhood Special Education (ESCE) Teacher/PK-3 Special Education Teacher
2022-2023 School Year
1.0 FTE School Readiness Teacher
2022-2023 School Year
Elementary Special Education Teacher – St. Charles Elementary School has an opening for 1.0 FTE Special Education teacher beginning with the 2022-23 school year. Minimum salary $48,545 based on the Master Agreement plus benefits. Must have appropriate Minnesota licensure, with a preference given to applicants who currently hold a special education license in ECSE or DCD; LD and EBD licensed teachers are encouraged to apply. Co-curricular opportunities are also available. Apply online at www.scschools.net by selecting ’employment opportunities’ under Hot News. Application deadline: 4/27/2022. Application must a cover letter, resume, include three current letters of recommendation, and transcripts. Please direct questions/applications to Principal Ryan Ihrke, 925 Church Ave., St. Charles, MN 55972 507-932-4910 x2104 [email protected] EOE
Early Childhood Family Education (ECFE) Parent Educator – Shared position between St. Charles Schools and Wabasha Kellogg Schools
Beginning July 1, 2022; 1.0 FTE ECFE Parent Educator – ECFE’s mission is to strengthen families through education and support of all parents by providing the best possible environment for the healthy growth and development of their children. ECFE provides education in child development and parent/child relationships which sets the stage for children’s school success. This position is a 12-month contract, 185 days; .5 fte Wabasha-Kellogg and .5 fte St. Charles; hours and days are flexible based on ECFE class times and events. The applicant will follow the St. Charles Master Agreement, commensurate with experience/licensure, co-curricular positions also available, benefit eligible. Successful candidates should hold a valid Minnesota Teaching License in any K-12 field plus one or more of the following: 180150 Early Childhood Education; 180401 Parent and Family Education; and /or 180402 Family Education/Early Childhood Educator. Application should include a cover letter, resume, and three current letters of recommendations, and transcripts. Application deadline: May 6, 2022, apply at www.scschools by selecting ’employment opportunities’ under Hot News. Please direct questions and applications to Community Education Director Julie Siebenaler, 925 Church Avenue, St. Charles, MN 55972 507.932.4910 [email protected] EOE
School Psychologist
School Districts: Spring Grove & Mabel-Canton
School Year: 2022-2023
Hiawatha Valley Education District provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. Hiawatha Valley Education District also has a Setting IV Behavior Program that provides programming for grades K-12 students with challenging behaviors currently receiving special education services. Along with the behavior program, Hiawatha Valley Education District provides programming for students with Autism Spectrum Disorder. The Setting IV behavior program and Autism Spectrum Disorder program are located in Kellogg and Caledonia. Hiawatha Valley Education District is committed to providing the best special education services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!
Position:
Hiawatha Valley Education District is seeking a talented, self-motivated School Psychologist position serving Spring Grove School District (.5 FTE) and Mabel-Canton School District (.5 FTE) within the Education District. This position is full-time 1.0 FTE with 185 days per year. This position is for the 2022-2023 School Year. This position may also be completed virtually.
Qualifications: Licensure as a School Psychologist by Minnesota Professional Educator and Licensing and Standard Board (PELSB) required
Drivers License
Responsibilities (include but not limited to): Conducts psychological assessments; evaluates students for special education/section 504 needs, educational skills, social skills and emotional status
Designs and facilitates programs for children at-risk for failure within the typical learning environment
Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues.
Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child
Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs
Conduct Functional Behavioral Assessments and create Behavior Intervention Plans
Provide leadership to staff and administration in the areas of Multi-Tier Systems of support (MTSS) and Positive Behavior Interventions and Supports (PBIS)
Facilitate data-team (screening/progress monitoring) and child-study team (individual problem-solving) meetings
Performs other related tasks as assigned by the Director of Special Education, building Principal and other administrators.
Knowledge, Skills and AbilitiesKnowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.
Knowledge of differentiated instruction based upon student learning styles.
Knowledge of data information systems, data analysis and the formulation of action plans.
Ability to use computer network system and software applications as needed.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements
Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices
Equipment:
Uses standard office equipment such as computer/laptop, printer, copy and fax machines, and telephone.
Travel Requirements
Travel between School Districts required. This position may also be virtual.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
FLSA Status: Exempt
LEADERSHIP PROFILE:
· Is knowledgeable of and comfortable with school finance and maintaining a healthy budget
· Works cooperatively with the School Board; provides options and recommendations
· Is firmly committed to student achievement
· Is a “people person” with proven abilities in human relations and communications
· Is visible and accessible, fosters a trusting partnership with the School Board, staff, students, parents, and community
· Develops and directs an effective leadership team; delegates authority while maintaining accountability
· Acts with honesty and in an ethical manner with the School Board, staff, and community and leads by example
· Has knowledge of and experience with negotiations and the collective bargaining process
· Experience with passing school elections
· Keeps up on changes in legislation and helps the School District engage in the legislative process
· Approachable, open-minded, and creates a welcoming environment
· Is a visionary, creative thinker who makes decisions with the students’ best interest in mind