Full Time Hmong Jobs in Minnesota (NOW HIRING)

Hmong Immersion Kindergarten Teacher

This position will be for the 2026/2027 School Year and will start on August 24, 2026.

About HOPE Community Academy

HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically.

Mission:

To inspire students to achieve high academic success while embracing Hmong language and culture.

Vision:

To be a public school of excellence, with high quality staff, diverse programs, and successful students.

Culture Statement reflects who we are:

HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community.

HOPE's Values:

High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence.

Our work for the next two years is illustrated in our 20262028 Strategic Plan focused on four priorities Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE's community.

Position Details

Position Title: Building Substitute Teacher Salary Range: $44,150.00 - $60,941.46 Reports To:

Educational Leader

Chief Language & Culture Officer

Status:

Exempt, Full-Time

40+ hours a week

Contract Type:

10-month contract

About this Role

At HOPE, our mission does not simply mention the Hmong language it is built on it. To inspire students to achieve high academic success while embracing Hmong language and culture means that language and learning are not separate experiences at HOPE. They are one and the same. For our scholars to carry their language forward with fluency, confidence, and pride, they need more than a language class they need an immersive experience where the Hmong language is the vehicle through which they learn, think, question, and grow.

The Hmong Immersion Kindergarten Teacher is one of the most distinctive and important roles at HOPE Community Academy. With the launch of our Hmong Immersion program in the 20262027 school year, we are taking a foundational first step by beginning immersion instruction in Social Studies. This is an intentional, phased approach each year, we will expand immersion into additional content areas, building toward a full-classroom Hmong immersion experience where scholars learn across all core subjects through the Hmong language. The teacher who steps into this role is not just filling a position they are helping to build something from the ground up. They will shape the instructional model, establish the immersion culture, and set the standard for what Hmong immersion looks like at HOPE for years to come.

In Year One, this educator will deliver Social Studies instruction entirely in the Hmong language, creating an immersion experience where scholars explore history, geography, civics, and community through their heritage language. As the program grows year over year, this teacher will play a central role in expanding immersion into additional content areas gradually building toward a classroom where Hmong is the language of instruction, of inquiry, of collaboration, and of joy. The result, over time, is scholars who are not only academically proficient but genuinely bilingual and biliterate, carrying their heritage language as a lifelong strength.

This role sits at the powerful intersection of HOPE's Radical Growth and Hmong Language and Culture strategic priorities because academic excellence and language preservation are not competing goals at HOPE. They reinforce each other. The ideal Hmong Immersion Teacher is a master of the Hmong language, a skilled and rigorous academic instructor, and a cultural anchor for scholars who are forming their identity in real time. This person understands that every lesson taught in Hmong is an act of preservation, an investment in the next generation, and a promise to the community that their language will not be lost it will thrive.

Primary Duties

Hmong Immersion Social Studies Instruction (Year One).

Plan, prepare, and deliver rigorous, standards-aligned Social Studies instruction entirely in the Hmong language for Kindergarten scholars. Use the Hmong language as the primary medium of instruction for Social Studies content including history, geography, civics, economics, and community studies ensuring scholars are building both academic knowledge and Hmong language proficiency simultaneously. Develop lesson plans and unit plans that meet state Social Studies standards while integrating culturally relevant Hmong content, perspectives, and community narratives throughout the curriculum.

Immersion Program Development & Expansion.

Serve as a founding architect of HOPE's Hmong Immersion program. Actively participate in the planning and development of the multi-year immersion expansion roadmap, contributing expertise and insight as additional content areas are added year over year. Document best practices, instructional strategies, and lessons learned during Year One to inform the growth of the program. Collaborate with the Bilingual Department and academic leadership to design the systems, structures, and resources needed to expand immersion into additional content areas and grade levels in subsequent school years.

Hmong Language Development & Biliteracy.

Develop and strengthen scholars' Hmong language skills across all four domains listening, speaking, reading, and writing through daily immersion instruction in Social Studies. Build scholars' academic vocabulary in Hmong so they can access grade-level Social Studies content with increasing independence. Support the development of true biliteracy by ensuring scholars are gaining proficiency in both Hmong and English, positioning them to navigate both languages with confidence and purpose.

Culturally Sustaining Pedagogy & Heritage Integration.

Integrate Hmong history, traditions, stories, proverbs, arts, values, and community narratives into Social Studies instruction as a natural and authentic part of the learning experience. Create a classroom environment where the Hmong language and culture are celebrated, visible, and woven into every aspect of the day not as a supplement, but as the foundation. Position culture and language as sources of strength, pride, and academic power for every scholar.

Differentiated Instruction & Meeting Diverse Learner Needs.

Design and deliver differentiated instruction within the immersion setting to meet the diverse needs of all scholars including heritage speakers at varying proficiency levels, scholars new to Hmong immersion, dual language learners, and scholars with IEPs. Use flexible grouping, scaffolds, visuals, and culturally sustaining strategies to ensure every scholar can access grade-level Social Studies content through the Hmong language. Partner with the ML Coordinator, SPED Coordinator, and Instructional Coach to support scholars with additional learning needs within the immersion context.

Assessment, Data & Progress Monitoring.

Use a variety of formative and summative assessments including HOPE's Hmong language proficiency assessments aligned to ACTFL standards, classroom-based Social Studies assessments, and content-area evaluations to monitor scholar progress in both Social Studies content and Hmong language development. Maintain accurate records of scholar growth, set meaningful goals, and use data to inform instructional decisions. Contribute to the establishment of assessment benchmarks for the immersion program.

Bilingual Curriculum Development & Alignment.

Actively participate in the development, refinement, and alignment of HOPE's Hmong immersion curriculum, beginning with Social Studies and expanding as the program grows. Ensure instructional resources, supplemental materials, and assessments are rigorous, culturally authentic, and aligned to both state academic standards and ACTFL language proficiency frameworks. Collaborate with the Bilingual Department team to develop pacing guides, unit frameworks, and Hmong-language instructional materials.

Classroom Environment & Scholar Behavior.

Establish and maintain a safe, structured, and joyful immersion classroom environment where the Hmong language is the expected and celebrated mode of communication. Build classroom routines, expectations, and procedures that are delivered and reinforced in Hmong. Implement HOPE's scholar behavior and recognition model with fidelity. Use restorative practices and proactive relationship-building to create a community where every scholar feels they belong.

Family & Community Engagement.

Build strong, trusting relationships with the families of scholars, communicating in Hmong where possible and ensuring families feel welcomed, valued, and engaged as essential partners in their scholar's immersion experience. Help families understand the immersion model and the phased approach to expansion, celebrate their scholar's bilingual growth, and feel confident that their language and culture are being honored at the highest level. Partner with the Bilingual Department and school leadership to champion cultural enrichment programming and community events.

Collaboration with Bilingual & Academic Teams.

Work closely with the Bilingual Department Manager, the Chief Language & Culture Officer, fellow Hmong and Karen language educators, Bilingual Paraprofessionals, and the kindergarten and elementary academic team to ensure a cohesive, high-quality bilingual and academic program experience for all scholars. Participate in department planning meetings, curriculum alignment sessions, professional development, and cross-departmental collaboration. Share best practices, co-develop resources, and contribute to building a strong, unified immersion program at HOPE.

Cultural Programming & Enrichment.

Contribute to HOPE's in-school and out-of-school cultural enrichment programs, including Hmong cultural celebrations, Hmong New Year, HMoob Paj Ntaub, Qeej, immersion travel experiences, and other programs aligned to HOPE's strategic goals. Support scholars in developing performance pieces, collaborative arts projects, and cultural presentations that showcase their growing Hmong language skills and cultural pride.

Professional Responsibilities & School Community Involvement.

Fulfill all professional responsibilities including timely lesson planning, accurate assessment and grade documentation, attendance recordkeeping, and participation in school-wide events and initiatives. Contribute to a positive, collaborative, and joyful school culture where staff, scholars, and families all feel welcomed, valued, and proud to be part of the HOPE community. Each staff member will participate in at least three or more school events throughout the school year.

Requirements

  Bachelor's degree in Education, Bilingual Education, Linguistics, Hmong Studies, or a related field required.

  Valid Minnesota teaching license required. Candidates must hold or be actively pursuing licensure in Elementary Education (K6) or Early Childhood Education and preferred to be licensed in the appropriate heritage language area or actively enrolled in a Heritage Language licensed pathway 

  Native or near-native proficiency in the Hmong language (Hmoob Dawb and/or Moob Lees) is required. The ability to deliver academic instruction, facilitate classroom discussion, and communicate with families fluently and authentically in Hmong is essential to this role.

  Minimum of two (2) years of classroom teaching experience in an early childhood, kindergarten, bilingual, or immersion setting preferred; student teaching experience in a bilingual, immersion, or heritage language setting will be considered for exceptional candidates.

  Strong knowledge of standards-based instructional practices in Kindergarten Social Studies, with the ability to deliver this content effectively through the Hmong language. Knowledge of literacy, mathematics, and science instruction is valued as the program expands.

  Deep knowledge of and genuine pride in Hmong history, traditions, cultural practices, and the Hmong diaspora experience.

  Familiarity with ACTFL proficiency standards, heritage language instructional frameworks, and immersion education pedagogy.

  Experience designing and delivering differentiated instruction for diverse learners within an immersion or bilingual setting, including heritage speakers, beginning learners, and scholars with IEPs.

  Proficiency in using student assessment data including language proficiency assessments and classroom-based tools to drive instructional decisions and scholar goal-setting.

  Strong classroom management skills and ability to create a structured, safe, and joyful immersion learning environment conducted primarily in Hmong.

  Genuine commitment to building strong family relationships and engaging Hmong-speaking families as partners in their scholar's bilingual development and academic success.

  Entrepreneurial mindset willingness and excitement to help build a new program from the ground up, contribute to its design, and grow with it year over year.

  Deep commitment to educational equity, culturally sustaining pedagogy, language preservation, and HOPE's mission and strategic priorities.

Work Environment 

Duties are primarily performed in a Hmong immersion classroom and school building environment. The school building is a multi-level building that has an elevator and is accessible. This role requires consistent daily presence in the classroom and active participation in the broader school and Hmong comm...