Position Overview
Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center-based deaf and hard of hearing program. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.


  • Support a learner who is deaf/blind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
  • Assist classroom teacher in providing instruction and managing student educational programming.
  • Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
  • Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
  • Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
  • Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
  • Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
  • Facilitate activities with a student under the direction of the teacher, therapist or other related services staff.
  • Help to maintain safety of the student and the environment.
  • Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of the student and maintain a positive work environment for all.
  • Participate in training/in-service as assigned, in accordance to the contract.
  • Performs other job-related duties, as assigned.


  1. Willingness to participate in a paid six-week Deaf/Blind Intervener Training program

  2. Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in the educational setting, preferred, with general knowledge of the practices, methods, and techniques used in the teaching of students.

  3. Ability to serve in a role to support both the sign language and spoken language development of learners with a hearing loss.

  4. 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.

  5. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative, positive relationships and through the ability to follow program direction as provided by teachers and administration.

  6. Willingness to complete training in CPI-Nonviolent Crisis Intervention and implement restrictive procedures.

  7. Ability to obtain PCA certification from the Department of Human Services.

  8. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.

  9. Ability and desire to work with assistive technology.

  10. Basic computer and email skills. Proficient in core educational subject areas.

Physical Requirements

  • Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.

  • Ability to support a student’s full body weight up to adult size.

  • Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.

  • Occasionally requires sitting, stooping, kneeling, and crouching.

  • Ability to tolerate sudden jarring movement.

  • Work occasionally requires exposure to outdoor weather conditions and exposure to blood borne pathogens and may require wearing of personal protective equipment.

  • Locations are generally moderately noisy.

Application Procedure

  • Apply online at www.hastings.k12.mn.us

  • If you have questions, contact Tonia Humble, Assistant Director of Special Services, thumble@isd200.org or 651-480-7008