Job Description:
Full-time (1.0 FTE) Elementary Literacy Coach. A literacy coach builds the capacity of Tier 1 (core) classroom teachers to close the literacy achievement gap by supporting teachers’ capacity to implement best practice instruction, increasing student engagement and improving student academic achievement. This support will take place through:Professional Development – The coach works one-on-one and in small groups with teachers, providing guidance, training, and other resources as needed on a daily or weekly basis for the implementation for grade level, content area, or program development supported by evidence-based practices.
Literacy Instructional Leadership – A Striving Reading Comprehensive Literacy (SRCL) Coach supports the classroom teacher, support staff, and building principal in addressing literacy academic issues teachers face daily in their classrooms. The coach may model lessons, participate in PLC conversations, or help teachers create lesson plans designed to ensure all learners, especially marginalized students in core instruction, meet or exceed grade level expectations.
Collaboration – The SRCL instructional coach teams with administrators, other coaches, and classroom teachers in a collaborative, reflective relationship to enhance literacy instructional capacity and maximize student learning.
Essential Duties and Responsibilities:Provide comprehensive instructional coaching in literacy evidence-based practices consistent with local literacy plan and Striving Reading Comprehensive Literacy Grant requirements
Collaborate with all designated SRCL teachers by providing regular coach feedback on literacy instructional practices, implementation of plan requirements, alignment of practices to the Academic Standards, data analysis, differentiation for students below and above grade level, and other related practices
Service as a resource for identifying support for teachers, especially with regard to differentiating professional learning needs
Know and use current evidence-based practices with a proven track record of success
Advocate for equity by collaborating with district coaches and addressing literacy evidence-based practices that help teachers meet the needs of all learners, especially marginalized students
Communicate regularly with building principals and district administrators to address implementation issues develop common understanding of outcomes, support teachers, identify challenges, and celebrate successes
Southeast
Paraprofessional 21-22 SY River Valley Academy ALC Program (Winona, MN)
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 two (2) Setting IV Behavior Programs that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The Setting IV Behavior Programs are located in Kellogg (SAIL) and Hokah (ACHIEVE). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. 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 2021-2022
RATE OF PAY: $14.25 – $19.25 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
High School Social Studies Teacher
High School Social Studies Teacher
Elementary Head Principal
The Elementary Principal leads the delivery of educational programs, operations, personnel, and financial resources within the building to ensure that District policies are followed, District and state standards are achieved, and that the educational needs of all students are met. Responsibilities include administration of the Churchill and Hoover Elementary buildings along with the Hoover Early Learning School which hosts children ages 2-5 in preschool and family classes along with staff who serve children ages Birth-5 and their families.
Job Summary:
Fosters high student achievement and provides learning experiences which help all students meet or exceed the Minnesota standards.
Develops a safe and welcoming learning environment where all individuals are respected.
Collaborates with building and District personnel to implement curriculum and instructional programs that support learning opportunities for all students.
Coordinates the involvement of various building stakeholders–staff, parents/guardians, students–in the development and implementation of policies that enhance opportunities for students.
Conducts classroom observations and evaluates the effectiveness of staff.
Develops building processes and procedures dealing with student learning and behavior.
Develops and administers the approved building budget and staffing.
Makes decisions relating to human resources within the building, including but not limited to hiring, discipline, training and development, performance appraisal, and related activities.
Is an integral member of the District leadership team, serving on building, district, and community committees.
Develops and directs the preparation of building emergency procedures and responses with District personnel.
Supports the maintenance and improvement of the school plant, facilities, and equipment.
Monitors the completion of reports, records, and communications required by the District and State.
Performs other duties as apparent or assigned.
Behavior Specialist
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 two (2) Setting IV Behavior Programs, Students Achieving Integrated Services (SAIL), that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The SAIL program is located in Kellogg, and the ACHIEVE program is located in Hokah. Along with these two programs, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Caledonia. 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!
Position Overview:
HVED is seeking two professional, self-motivated Behavior Specialists to join the Mental Health Practitioner/Behavior Specialist team. These positions are trained and competent in designing and implementing positive behavioral interventions and support to member district teachers and/or HVED’s Level IV Behavior and Autism program(s). This position will serve the ACHIEVE program. District and program assignments are based on a combination of geographic location, student caseloads and district needs, as well as team and employee preferences.
Qualifications:
The Education District requires an applicant to have one or more of the following licensure: Licensed Special Education Teacher, preferably in Emotional or Behavior Disorders (EBD). Other Special Education licensure are considered.
Licensed Psychologist, Licensed Social Worker, Licensed Counselor, or Board Certification Behavior Analyst (BCBA).
Other degrees and licensure may be considered if the individual is skilled in behavioral analysis, functional assessment and crisis intervention.
Experience in child behavior and intervention experience strongly preferred.
Must have a valid driver’s license to travel between HVED programs and member school district(s).
Competencies:
Must be able to work in team decision-making situations
Must possess strong written and verbal communication skills
Must possess ability to problem-solve
Must possess ability to coordinate with others and lead teams when necessary
Knowledgeable in interpreting and supporting Functional Behavioral Assessments (FBAs)
Familiar with PBSP (Positive Behavior Support Plan) and BIPs (Behavior Intervention plans)
Responsibilities (include but not limited to):
Provide classroom and behavioral supports for students through analyzing data to identify inappropriate behaviors, planning, implementing and tracking individual behavioral plans.
Identify barriers to successful transition and facilitate transition plans.
Assist IEP teams in problem-solving and creating plans to manage behaviors that affect a student’s learning.
Become a certified CPI (Crisis Prevention Intervention) Trainer and facilitate CPI initial and refresher courses for HVED employees and member district employees.
Provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions and regular monitoring to produce socially significant improvement in children’s behavior.
Employment Start Date:
School Year 2021-2022
Travel Requirements:
Travel among the HVED programs, member districts and HVED District Office required.
Working Conditions:
Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.
Salary/Benefits:
Competitive salary and benefits package. Based on years of experience and credentials.
FLSA Status: Exempt
School Psychologist – Spring Grove School District & Mabel-Canton School District 21-22 SY
School Psychologist
School Districts: Spring Grove & Mabel-Canton
School Year: 2021-2022
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 2021-2022 School Year.
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.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
FLSA Status: Exempt