Openings as of 10/4/2023
Hastings Middle School is seeking a highly qualified candidate to serve as a Middle School Sport Coach.
Candidates are desired to have successful coaching experience in assigned sport and to have substantial knowledge of the technical aspects of the sport.
Candidates should have strong interpersonal and organizational skills while maintaining a positive relationship between the program and the community.
This position reports to the Middle School Athletic Director, who provides overall job objectives and observes performance.
This coach will advise, coordinate, and support the boys and girls athletic personnel.
This coach is expected to serve as a mentor to each athlete to promote the development and community by demonstration of our Hastings Raider Athletic core values of Integrity, Whole Person, Sportsmanship, Work Ethic, Multi-Sport Athletes and Fun.
This position reports to the Head Coach, Athletic Director and Principal, who provide overall job objectives and observe performance.
This coach will advise, coordinate, and support the athletic personnel for Varsity and JV boys girls nordic ski teams, according to expectations of the Head Coach, Athletic Director and Principal. This coach is expected to coordinate the instruction, training, and development of all athletes and coaches at this level in the sport; model a transformational, purpose-driven philosophy; represent a holistic definition of success; commit to personal development and collaboration; display a values-based approach as a coach who develops people first, and then the athlete; coach the athlete first, and then the skill; coach for the student-athletes before themselves; make a lasting, positive impact on the school community; have meaningful, rewarding personal coaching experiences.
This coach will advise, coordinate, and support the athletic personnel for boys and girls wrestlers according to expectations of the Head Coach, Athletic Director and Principal. This coach is expected to coordinate the instruction, training, and development of all athletes and coaches at this level in the sport; model a transformational, purpose-driven philosophy; represent a holistic definition of success; commit to personal development and collaboration; display a values-based approach as a coach who develops people first, and then the athlete; coach the athlete first, and then the skill; coach for the student-athletes before themselves; make a lasting, positive impact on the school community; have meaningful, rewarding personal coaching experiences.
We are looking for Assistant Staff to work as a Substitues during the school year and on Non School Days.
Hours: School year hours are before and after school. There are also varying hours on non-school days and monthly staff meetings and other areas as needed. Starting wage: $14.34 per hour
Job Responsibilities:
Required:
Kids’ Campus Assistant Staff
Location: District Wide
Hours: School year hours are before and after school depending on site. There are also varying hours on non-school days and occisional staff meetings as needed. Hours will average out to 4-6 hours per day, 5 days a week.
Starting wage: $16.70 /hour
-Assist in supervising assigned activities
-Follow and enforce protocols for safe environment for children and staff
-Establish positive and friendly relationships with students and families
-Experience working with children
-Ability to work in a team setting
-Prompt, regular, and reliable attendance
-Current First Aid and CPR certification
Special Education Resource Teacher Position Purpose
Under the daily supervision of the School Principal and overall supervision of the Director/Assistant Director of Special Services, to maximize the learning experience of students with special needs, in academics, social skills and other needs identified by the IEP team, by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.
Qualifications:
Required Certification: K-12 Minnesota licensure in one of the following licensure domains: Academic Behavior Strategist (ABS) or any combination of Significant Learning Disabilities (SLD), Autism Spectrum Disorder (ASD), Emotional Behavioral Disorder (EBD)
Education: Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
Become and maintain certification in Crisis Prevention Intervention (CPI), training provided by the district
Successful prior special education teaching experience for the appropriate grade level and disability domains preferred.
Essential Functions
Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning, including Functional Behavioral Assessments.
Participates in Child Study Review Team discussions and assists in developing Individual Educational Plans ("IEP") for students.
Leads and directs the implementing of students IEPs and behavior management plans, including leadership and communication with regard to problem solving and proactive behavioral planning.
Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed.
Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community.
Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Must possess strong written and verbal communication skills to parents, students, staff and administrators.
Ability to work with a team of professionals to meet the needs of students.
Ability to collaborate with and provide direction to paraprofessionals.
Proficient in meeting deadlines and managing daily record keeping and other due-process related tasks.
Understands and implements the varying learning styles and the needs of a diverse student population.
Additional Duties
Performs other related tasks as assigned by the Principal, Director/Assistant Director of Special Services, and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Application Procedure:
Apply online at www.hastings.k12.mn.us
If you have questions, contact Megan Miller, Director of Special Services: mmiller@isd200.org or 651-480-7009
Assignment: Special Education Resource Teacher - .5 McAuliffe Elementary & .5 Pinecrest Elementary FTE: 1.0 Start Date: August 2023
Position Purpose Special education teachers in ISD 200 empower students to build their independence by providing direct instruction in the areas of academics, functional skills, behavior regulation, social/emotional skills and daily living skills in a safe learning environment. Teachers are under the daily supervision of the building Principal and overall supervision of the Director/Assistant Director of Special Services.
Perform other related tasks as assigned by the Principal, Director/Assistant Director of Special Services, and other central office administrators as designated by the Superintendent
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Compensation and Benefits: See Master Agreement on the website
We Care We Empower We Achieve Students are the heart of all we do.
Care and Treatment Teacher
Position Title: Special Education Teacher, Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), and/or Developmental Cognitive Disabilities (DCD) licensure
Assignment Location: Hastings Allina Hospital Partial Hospitalization Program (PHP)
Hours per Day: 4.0
Schedule: 7:30 a.m. to 11:30 a.m., Monday through Friday, following the assigned school calendar
Anticipated Start Date: ASAP
Assignment Length: 2023 - 2024 school year, continuing contract
Salary: Placement per the teacher contract, based on education and experience
POSITION OVERVIEW:
Under the supervision of the Director of Special Education/Principal, the special education teacher at Hastings Allina Hospital Partial Hospitalization Program, at the Allina Hospital in Hastings, will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, the teacher will provide two hours of instruction per day and will then have time to complete paperwork tasks (adopting IEP’s, writing discharge summaries noting hours of instruction) along with teacher preparation time.
RESPONSIBILITIES:
Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
Share responsibility during the school day for the supervision of students in areas of the school.
Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
Other duties, as assigned.
QUALIFICATIONS:
A bachelor’s degree with coursework in education or related field, and a current teaching license from the Professional Educators Licensing and Standards Board (PELSB) in Special Education in Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD) and/or Developmental Cognitive Disabilities (DCD) with dual licensure preferred, or equivalent combination of education and experience may be considered.
Willingness and ability to work with students receiving a high-level of special education services.
Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
Previous teaching experience in special education preferred.
Ability to understand developmental appropriateness of materials and behavior.
Willingness to complete training in Crisis Prevention Intervention (CPI) and implement restrictive procedures, if needed.
Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
Basic computer and email skills. Proficient in core educational subject areas.
PHYSICAL REQUIREMENTS:
Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
Work has standard vision requirements.
Ability to tolerate sudden jarring movement.
Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
Locations are generally moderately noisy.
Position Purpose
Required Certification: K-12 Minnesota licensure in one of the following licensure domains: Academic Behavior Strategist (ABS) or any combination of Significant Learning Disabilities (SLD), Autism Spectrum Disorder (ASD), Emotional Behavioral Disorder (EBD) - Distrcit will also consider applicants with general education license, or four year degree, who are willing to apply for a Tier 1 license.
Position: School Social Worker (Substitute from 9/20/23 - 11/2/23)
Assignment & FTE: Middle School 1.0
Pay and Benefits: Per Teacher Master Agreement
Position Description: Provides services to students and families to help students increase their ability to function optimally and enhance learning. Collaborates with student support networks (e.g., educational team, parents, and community agencies) to address the students' academic , emotional and social needs. Works toward enhancing and fostering positive relations among the student, school, community and parents.
Essential Duties:
Assesses needs and counsels students and families individually and in the groups regarding social, emotional, behavioral and mental health interventions needed to enhance learning.
Mobilizes and coordinates community resources for students and families to address academic, behavioral, emotional, mental health and social needs. Develops and builds community agency partnerships with service providers to expand resources available to students and families. Communicates information to teachers and related service staff as needed to support student learning.
Identifies needs and provides services to students in crisis and coordinates with community resources during any student’s mental health crisis. Works in assigned schools and throughout the district on an on-call basis.
Collaborates with community service providers.
Serves as building-level homeless liaison.
Summarizes student social-emotional needs and develops social skills training plans and proactive behavior management plans to support the students’ success in the educational setting, including but not limited to center based special education programs.
Administers and interprets professional social work assessments and evaluation in compliance with IDEA and MN special education law/rules.
Consults with instructors and parents to design IEP goals and services to support the learning environment for increased educational benefit.
Develops and organizes activities for parental involvement
Serves as a resource and advocate to students and families.
Performs other job-related duties as assigned.
Required Qualifications:
Master’s Degree, one to three years of work experience, certification as a LGSW, SISE or LSW, and licensed or able to obtain a license from the Professional Educator Licensing and Standards Board as a School Social Worker.
Apply on-line at www.hastings.k12.mn.us
Position: Speech Language Pathologist (Long Term Sub)
Assignment & FTE: Pinecrest Elementary School 1.0 FTE
Start date: Approximately 1/30/2024 through 4/19/2024
Current Speech Language Pathologist license issued by the Minnesota Department of Education
Master’s Degree in Speech-Language Pathology
Experience working with a wide variety of communication needs
Experience in due process procedures including conducting evaluations, writing IEPs/IFSPs, progress monitoring and meeting facilitation
Excellent oral and written communication including report writing and family interview skills.
Ability to be flexible based on program and student needs
Knowledge of all due process requirements and strong computer skills
Ability to adapt equipment and materials for children with disabilities
Strong organizational skills
Ability to work with students, families, professionals and staff of various cultural and ethnic backgrounds
Ability to interact with and maintain cooperative relationship with all levels of staff and the public
Preferred Qualifications:
Previous related experience
Current Certificate of Clinical Competence (CCC-S/LP)
Participate in multidisciplinary team for evaluation/assessment of a child, child’s family, and in the development of integrated goals and outcomes for IEPs
Educate parents and others regarding the provision of services
Provide specialized instruction as outlined in IEPs
Utilize a variety of materials and teaching techniques including evidence-based practices
Implement a variety of service delivery models including push-in classroom intervention, indirect/consultation
Consult with parents, other service providers to ensure the effective provision of services
Provide indirect and direction services to individual students on IEPs for students to receive meaningful benefit in the general ed curriculum, per the IEP team recommendations.
Collaborate with educational staff about student needs and progress
Plan and conduct a system of continuous evaluation of each student’s progress
Encourage and instruct parents and educational staff in appropriate methods to assist their child
Participate in meetings to include IEP, conferences, in-services, etc. for the purpose of developing plans and/or providing information regarding student’s goals/outcomes
Prepare documentation (evaluation, observations, progress reports) and maintain records as required and for compliance with district administrative policies, state and federal rules and regulations.
Provide and maintain 3rd party billing documentation for eligible students
Provide IEP case management
Maintain confidentiality
Other duties as assigned
If you have questions, contact Jill Petersen, Assistant Director of Special Services: jpetersen@isd200.org or 651-480-7008
POSITION PURPOSE Paraprofessionals in ISD 200 empower students to achieve their best by supporting them academically, emotionally and behaviorally to maximize their learning experience. Location: District Wide Hours: 5.75 or 6.25 hours/day (depending of position), plus a 30 minute unpaid lunch Start and end times vary based on location and student need Student contact days
RESPONSIBILITIES AND DUTIES
QUALIFICATIONS
District #200 is currently looking for substitutes in the following areas:
These are on call positions.
Once you have submitted an application, please contact Tonia Wood at (651)480-7021.
Reading Intervention Instructional Assistant (5.75 hrs) -- General Education Location: Hastings Middle School
The purpose of this position is to assist students in our Reading Intervention setting.
The person serving as the Instructional Assistant will supervise the students and their progress, provide encouragement and supervision, and communicate with those people supporting the student. Under the direction of the Middle School Principal, the person in this position will:
Supervise student progress in Reading Intervention settings.
Facilitate student learning in a positive, supportive environment including attendance, behavior and classroom expectations.
Establish and maintain rapport with students.
Essential Job Functions
Positively supports student behavior using proactive and problem solving skills
Models positive behavior for assigned students (e.g. interpersonal communication, problem solving, social interaction, etc.) for the purpose of providing educational and life skills training.
Assists and guides students to reinforce reading and other skills.
Works with students individually and in small groups to reinforce basic learning and implement assigned programs.
Assists with record-keeping procedures to document student learning and performance.
Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
Constructs, copies and distribute and use educational materials as needed.
Assists teacher with parent contact as requested to foster effective and participatory parent involvement in student education.
Assist guidance, pupil services staff or building administration, as needed.
Attends training, professional development and meetings as directed.
Perform any other related duties as assigned
Equipment: Use standard office equipment, such as personal computers and copiers. Knowledge, Skills and Abilities
Ability to carry out instructions furnished in written or oral form.
Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
Ability to understand, apply and use personal computers and software applications.
Ability to work with a diverse group of individuals.
Ability to maintain confidentiality of information regarding students, employees and others.
Ability to establish a supportive and compassionate relationship with students with special needs.
Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
Ability to report work orally or in writing to supervisor as required.
Effective writing and verbal communication skills.
Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Ability to work outdoors during outdoor student activities.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position in full position description.
Qualifications: Any combination of education and experience providing the required skill and knowledge for successful performance. Typical qualifications would be equivalent to:
High School diploma or equivalent.
Prior experience working with special needs children desirable.
FLSA Status: Non-exempt
Hours: To be determined based on intervention needs
Work Year: 169 days (work student contact days) Compensation: $17.84/hour
Paraprofessional - Special Education (PSA) Kids' Campus POSITION PURPOSE Paraprofessionals in ISD 200 empower students to achieve their best by supporting them academically, emotionally and behaviorally to maximize their learning experience during School Age Care Programming.
Rate of Pay: $19.40 per hour (Based on 2022-2023 Master Agreement) Hours: Up to 6.25
Assist with data collection and behavior management techniques to ensure student success Assist and support student learning with academics, social/emotional needs, and interpersonal skills Assist special education teacher in implementing district policies and procedures including but not limited to emergency procedures, data collection, positive behavior supports and non-violent crisis intervention as directed Reinforce instruction through small group or individual activities Help to maintain safety of the student and the environment Ability to be flexible with schedule changes, student assignments, behavior regulation Supervising and assisting students as needed Maintain a high level of respect, equity for all and confidentiality of information regarding students, staff and families Perform other duties as assigned
QUALIFICATIONS Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment. The District can provide assistance in completing the ParaPro if applicant does not otherwise meet the requirement. High school diploma or equivalent Ability to follow program direction Ability to lift up to 50 pounds in weight and support students with activities of daily living Proficient in organizational skills Proficient in core educational subject areas Ability and desire to work with assistive technology Ability to be punctual in reporting to work and for assigned duties during the day
Salary and Benefits: - In accordance with Educational Support Professionals Master Agreement on District website (Note: Posted contract is for 2022-2023 as contract is currently being negotiated) Apply on line at http://www.hastings.k12.mn.us/employment If you have questions, contact Sam Robertson 651-480-7676 srobertson@isd200.org We Care We Empower We Achieve Students are the heart of all we do.
Monday - Thursday 9am - 1:30pm Starting Pay: $19.79 / Hour 120 work days per school year
