Cultural Responsiveness Community Trainer

Position Overview

The Cultural Responsiveness Community Trainer (temp/casual, 0001) is a University employee at the Minnesota Child Welfare Training Academy (MNCWTA) which is located under the Multidisciplinary Institute for Child Welfare (MICW), which also houses several additional dynamic research and training entities, including the Center for Advanced Studies in Child Welfare (CASCW), and the Minnesota Linking Information for Kids (Minn‑LInK) project.

The MN African American Family Preservation and Child Welfare Disproportionality Act (MAAFPACWDA) was passed in 2024 and seeks to promote family stability by establishing minimum standards to prevent the arbitrary removal of children from their families and improve permanency outcomes, including family reunification. One requirement of this act is that all Minnesota child protection workers and their supervisors receive training in cultural responsiveness.

Community Trainers will deliver a two‑day virtual course focused on applying culturally responsive practices when working with families who are disproportionately represented in the child welfare system. The course includes specific content related to African American families, as required by law.

This nonbenefitseligible position works on an as‑needed basis, typically a few days per month. Training is conducted virtually through Zoom using the trainer's personal computer and technology. Training schedules are generally established six months in advance.

The University of Minnesota encourages a healthy work life balance for employees. CEHD is committed to an excellent employee experience, offering a flexible work environment that meets the needs of students, staff, faculty, and the communities we serve. Flexible work arrangements may include flexibility in schedule and/or work location. Please note that 100% remote work requires approval prior to offer.

Classroom Training: (75%)

• Deliver a two‑day virtual course on cultural responsiveness as defined by MAAFPACWDA requirements.
• Provide interactive instruction to child welfare professionals.
• Engage learners to support skill development and application of course concepts.
• Ensure participants understand how to apply culturally responsive practices when working with families who experience disproportionate involvement in child welfare.

Classroom Preparation: (20%)

• Review course curriculum and materials in advance of each training session.
• Review participant prerequisite work or assignments.
• Prepare virtual or in‑person training environments as needed (e.g., room setup, computer setup).

Training of Trainers / Feedback /

Coaching:

(5%)

• Participate in Training of Trainers (TOT) sessions with the Training and Development Lead.
• Participate in feedback and coaching sessions.
• Apply feedback and recommendations to improve training delivery.

• High School Diploma or GED and at least three years of experience working with communities that are historically over represented in the child welfare system.
• At least one year of experience in child welfare or in community‑based work that directly partners with child welfare agencies.
• Experience delivering training in child welfare or community‑based work settings.
• Practical knowledge of Active Efforts, cultural responsiveness as defined in statute, and trauma‑informed practice as applied in casework.
• At least one year of experience working with African American individuals or families, or with other communities that are disproportionately involved in the child welfare system.
• Understanding of cultural norms and the effects of historical trauma within African American communities and other over represented groups.

• Bachelor's degree in social work or a closely related field. We strongly encourage those with lived experience to apply.
• Experience in co‑facilitation and virtual course delivery.
• Experience delivering training related to culturally responsive practice.
• Strong understanding of how historical factors influence current child welfare outcomes, including components required by Active Efforts and family‑preservation practices.
• Familiarity with the impacts associated with…