MASA Jobsite Online

Minnesota Association of School Administrators

Southeast

Secondary Online Learning Teacher

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General Definition of Work
The Secondary Online Learning Teacher will create a positive online classroom environment and instructional program fostering student success in accordance with Falcons Online Academy mission; preparing online lessons, instructing and accessing students through an online learning management system; performing all related reporting duties; and communicating with students, parents and other staff accordingly. During the implementation years of Falcons Online Academy, the secondary online teachers will serve as a facilitator to students and have access to a learning management system which houses all of the necessary course content while the in-house course content is being built. These positions may be instructing in an in-person or fully online mode, depending on student enrollment and programmatic needs. Position(s) will be located in a building with access to necessary resources to be part of a successful program.

Essential Functions:Develop course content, format, structure and schedule for class.
Plan, organize and implement classroom materials and curriculum.
Prepare lesson plans and activities, deliver instruction in both synchronous and asynchronous modes.
Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Instruct students individually and in groups, using various teaching methods such as lectures, discussions, mentorships, collaborative learning and demonstrations.
Prepare, administer, and grade tests and assignments in order to evaluate student progress.
Communicate with students, family members, and colleagues concerning student academic and behavioral progress.
Maintain accurate and complete student records as required by law, district policy, and administrative regulations in a timely and confidential manner.
Collect, analyze and maintain data on individual student achievement.
Develop and maintain constructive and cooperative working relationships with building and district staff.
Attend staff meetings, serve on committees, and attend workshops or in service professional development activities.

Long-Term Substitute-Middle School Special Education Teacher

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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!

Long-Term Substitute- Middle School Special Education Teacher
Location: Hokah, MN

Position:
Hiawatha Valley Education District (HVED) is seeking a talented, motivated Long-Term Substitute-Middle School Special Education Teacher for the the Setting IV ACHIEVE (Attitude, Character, Heart, Integrity, Efforts, Values + Excellence) behavior program located in Hokah, MN.

Dates of Employment:  Approximately January, 2021 to June 7, 2022

Essential Responsibilities Include (but not limited to): Accountable for facilitating learning, academic achievement and personal development by providing instruction to children and adolescents
Develops and implements curriculum and lesson plans
Utilizes technology to facilitate learning
Understands the varying learning styles and the needs of a diverse student population

Competencies:Knowledge of MN standards and options for achieving those standards
Able to work with a team of professionals to meet the needs of students
Able to collaborate with and provide direction to paraprofessionals
Proficient in meeting deadlines and managing daily record keeping
Knowledge of and experience in writing and monitoring IEPs

Travel Requirements:Minnimum travel requirements

Qualifications:Minnesota licensure in Special Education preferred

Working Conditions:Office, lifting, sitting, standing, pushing, pulling, keyboarding, etc.
Ability to lift 50 pounds.

Salary Range:       Competive salary and benefit package available.  Based on years of experience and credentials.

Application Deadline: until position is filled

1.0 FTE Fourth Grade Teacher

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Essential Functions: A full-time (1.0 FTE) Fourth Grade Teacher at Jefferson Elementary School. Performs professional work providing a broad range of teaching services within our elementary school, assisting students to develop skills, attitudes and learning methods at various levels to a targeted audience.

1.0 FTE Kindergarten Teacher

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Essential Functions: A full-time (1.0 FTE) Kindergarten Teacher at Jefferson Elementary School. Performs professional work providing a broad range of teaching services within our elementary school, assisting students to develop skills, attitudes and learning methods at various levels to a targeted audience.

Literacy Coach – Teacher on Special Assignment

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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

Paraprofessional 21-22 SY River Valley Academy ALC Program (Winona, MN)

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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