HASTINGS INDEPENDENT SCHOOL DISTRICT 200
General Education Paraprofessional (Behavior and Academic Support)
HASTINGS INDEPENDENT SCHOOL DISTRICT 200, Hastings, Minnesota, United States, 55033
General Education Paraprofessional (Behavior and Academic Support)
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General Education Paraprofessional (Behavior and Academic Support)
role at
HASTINGS INDEPENDENT SCHOOL DISTRICT 200 .
Position Overview The Hastings School District is seeking a caring, flexible, and dependable paraprofessional to support student learning and behavior regulation. This role includes working directly with students to support student self‑regulation and behavior through proactive strategies. The ideal candidate is passionate about helping all students succeed, collaborates well with others, and brings a calm and encouraging presence to the school community. This role includes opportunities to build strong relationships and guide students in making positive choices.
Pay and Benefits $20.96 per hour starting wage based on the 2024‑2025 contract year per the paraprofessional contract.
169 days per year; 6.25 hours per day (8:00‑2:45, which includes a 30 minute unpaid lunch).
Key Responsibilities
Build trusting relationships with students to foster a sense of safety, belonging, and connection.
Support students in resolving conflicts through restorative conversations and problem‑solving practices.
Provide support to students needing breaks, reflection time, or reentry after challenging moments.
Monitor student behavior and engagement in the classroom and common areas, offering support and redirection as needed.
Work alongside teachers and staff to promote a calm, respectful, and inclusive classroom environment.
Collaborate with teachers to identify students needing additional support to access learning or re‑engage with classroom tasks.
Build supportive relationships with students and use proactive behavior strategies, including basic restorative conversations, to help students reflect and re‑engage when needed.
Supervise students during lunch, recess, arrival/dismissal, and other non‑instructional times as assigned.
Model and coach social‑emotional and self‑regulation strategies in both structured and informal settings.
Document behavioral and academic interventions to support team planning and progress monitoring.
Attend team meetings and training related to role.
Qualifications
High school diploma or equivalent (required); associate’s degree or two years of college coursework (preferred).
Experience working with children in school or youth program settings.
Strong communication, collaboration, and problem‑solving skills.
Patience, empathy, and the ability to stay calm and supportive in a fast‑paced environment.
Interest in learning restorative practices and other relationship‑centered behavior supports.
Ability to follow directions, manage small groups, and support students in their learning.
Preferred Qualities
Experience supporting students in academic and/or behavioral settings.
Seniority Level Entry level
Employment Type Part‑time
Job Function Education and Training
Primary and Secondary Education
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General Education Paraprofessional (Behavior and Academic Support)
role at
HASTINGS INDEPENDENT SCHOOL DISTRICT 200 .
Position Overview The Hastings School District is seeking a caring, flexible, and dependable paraprofessional to support student learning and behavior regulation. This role includes working directly with students to support student self‑regulation and behavior through proactive strategies. The ideal candidate is passionate about helping all students succeed, collaborates well with others, and brings a calm and encouraging presence to the school community. This role includes opportunities to build strong relationships and guide students in making positive choices.
Pay and Benefits $20.96 per hour starting wage based on the 2024‑2025 contract year per the paraprofessional contract.
169 days per year; 6.25 hours per day (8:00‑2:45, which includes a 30 minute unpaid lunch).
Key Responsibilities
Build trusting relationships with students to foster a sense of safety, belonging, and connection.
Support students in resolving conflicts through restorative conversations and problem‑solving practices.
Provide support to students needing breaks, reflection time, or reentry after challenging moments.
Monitor student behavior and engagement in the classroom and common areas, offering support and redirection as needed.
Work alongside teachers and staff to promote a calm, respectful, and inclusive classroom environment.
Collaborate with teachers to identify students needing additional support to access learning or re‑engage with classroom tasks.
Build supportive relationships with students and use proactive behavior strategies, including basic restorative conversations, to help students reflect and re‑engage when needed.
Supervise students during lunch, recess, arrival/dismissal, and other non‑instructional times as assigned.
Model and coach social‑emotional and self‑regulation strategies in both structured and informal settings.
Document behavioral and academic interventions to support team planning and progress monitoring.
Attend team meetings and training related to role.
Qualifications
High school diploma or equivalent (required); associate’s degree or two years of college coursework (preferred).
Experience working with children in school or youth program settings.
Strong communication, collaboration, and problem‑solving skills.
Patience, empathy, and the ability to stay calm and supportive in a fast‑paced environment.
Interest in learning restorative practices and other relationship‑centered behavior supports.
Ability to follow directions, manage small groups, and support students in their learning.
Preferred Qualities
Experience supporting students in academic and/or behavioral settings.
Seniority Level Entry level
Employment Type Part‑time
Job Function Education and Training
Primary and Secondary Education
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