Principal

Full-Time/Exempt (EMS II)

Vancouver, WA

This recruitment will remain open until filled. We reserve the right to make a hiring decision at any time. It is in your best interest to submit materials as soon as possible. Applicant materials are reviewed weekly. If you have already applied, you do not need to resubmit your application materials.

About the position:

CDHY is seeking a skilled, culturally competent school administrator to provide instructional leadership at the Washington School Deaf campus location in Vancouver, Washington. Washington School for the Deaf is an ASL-English Bilingual campus. This position reports to and works with the Director of Instruction (DOI) to plan and manage the comprehensive Pre-K to 12th grade academic program. This position requires strong teaming skills and is an integral member of the Academic Leadership Team.

The position is responsible for the supervision of the following preK-12 Academic Staff:

Teachers of the Deaf
School Counselors
Librarian
Speech Language Pathologists
ASL Specialist Aide

Additionally, this position will be responsible for oversight of:

School Improvement Plan, Special Education Coordination Team (SECT), academic programs within the Multi-Tiered System of Support.

Teaming opportunity: This position works closely with a core group of administrators responsible for running the school: Academic Leadership Team (ALT).

ALT consists of:

Executive Director
Director of Instruction
PreK-12th grade principal
Assistant principal (Academic dean)
Curriculum and Assessment Coordinator
Transition Coordinator

The principal also participates in agency-wide leadership team meetings, school improvement planning meetings, department meetings, PLCs and special education meetings as necessary.

Duties
Leadership: Supervises, directs and provides support to educational professionals to include performance management (performance expectations and evaluations), development of in-training and professional development plans, provides mentorship, coaching and consultation to educational staff members; monitor student performance data to inform instructional practices and support needs; participates in recruitment and candidate selection processes; co-leads Academic Staff and Elementary/Secondary meetings; serves as a member of the Academic Leadership Team (ALT), Special Education Coordination Team (SECT), and various committees (i.e. Safety Committee, Pro-Equity Anti-Racism (PEAR) Committee, and Emergency Procedures Planning Committee.) This position also serves as a member of the agency’s Leadership Team (LT).

Fiscal Management: Monitors, analyzes, and makes decisions regarding department budgets and expenditures; participates in allotment planning for fund allocation; ensures departmental compliance with accounting and ethical rules regarding state funds; may be assigned to participate on ad hoc committees (i.e. capital and minor works project teams).

Policy and procedure: Works closely with agency leadership to research, develop and edit school policies, procedures and handbooks; provides training and response to policy compliance needs as required.

Direct service: While not directly responsible for student behavior, the principal works closely with the assistant principal. The principal interacts with and maintains healthy relationships with students and families; participates in Individual Education Planning (IEP) activities, communicates directly with parents and guardians as needed; participates and leads activities for family and student engagement.

Qualifications:
Masters in Deaf Education, School Administration, Special Education or related field.
At least five years of direct instruction or professional education service to Pre-K to 12th grade deaf and hard of hearing students.
Obtain or ability to obtain Washington State Administrator (Principal) credential.
Previous school administration experience is preferred.
Must be able to fluently communicate using American Sign Language (ASL) and written English.
Ability to interpret rules, regulations, laws, and other policies related to educational programming.
Ability to demonstrate and maintain excellent problem-solving, decision-making, and communication skills.
Excellent organizational skills and ability to meet productivity standards to achieve assigned timelines and benchmarks.
Ability to demonstrate leadership and cultural competencies:
Strong knowledge of K-12 curriculum, instruction, and assessment.
Familiarity and experience working with a deaf and hard of hearing environment with emphasis to language acquisition and deaf culture.
Facilitation and leadership ability to lead groups of professionals to achieve strategic goals.
Ability to influence and motivate professionals to continue to strive toward programmatic improvement.
Ability to adapt to changing operational needs, conditions and responsibilities.
Ability to implement change and communicate with employees to reduce concerns, address issues and provide clarity when needed.
Ability to assist with conflict management and resolution.
Ability to lead data-driven decision-making to enhance teaching and learning outcomes.

Supplemental Information:
CDHY is an Equal Opportunity Employer.

The candidate selected for this position will be required to pass federal and state criminal background screening.

Please provide your resume, cover letter, and at least 3 professional references.

Limited remote/telework options are available for this position during annual school closures.

This position is scheduled to work 11 months, with breaks during school closures.

• Description: The pediatric/educational audiologist is responsible for evaluating and treating the pediatric population with hearing disorders, including infants, toddlers and school age children, in accordance with professional and Tennessee State Department of Education quality standards. The
appointed shall provide services as assigned by the supervisor in furtherance of the Tennessee Schools for the Deaf mission and goals of child and family care, education, outreach and public service. The position requires workday travel to Local Educational Agencies to include evaluations and public speaking and potentially overnight travel to other TSD campuses.

Qualifications:
1. Doctoral level degree in Audiology (AuD) – required
2. Valid Tennessee State Licensure in Audiology – required
3. Certificate of Clinical Competence in Audiology (CCC-A) – required
4. A valid driver’s license – required
5. SLPI:ASL minimum rating Novice range required, Intermediate required within three (3) years
6. Experience as an Audiologist for infants and children with hearing impairment preferred
7. Experience in a Deaf School or K-12 setting preferred
Knowledge, Skills & Abilities:
1. The audiologist should have the experience and knowledge to achieve accuracy in the selection and execution of
test protocol, diagnosis of hearing status, and subsequent treatment of infants and children being seen for hearing
health care and educational management. Areas of experience that are required include Visual Reinforcement
Audiometry, Conditioned Play Audiometry, Otoacoustic Emission measures, Impedance measures, Auditory Brainstem Response audiometry, cochlear implant mapping, amplification verification to include both personal and classroom amplification with aural rehabilitation instruction.
2. The audiologist should be experienced in communication and correspondence with the evaluated child’s hearing health and education team members, to include parents, physicians, speech pathologists, audiologists, educators and administrators in an informative and timely manner.
3. The audiologist should demonstrate initiative in identifying opportunities in self-development and enhancement
of professional competency.
4. The audiologist must become proficient in sign language at a level established by the position.
5. The audiologist should demonstrate behavior consistent with the ASHA code of ethics.
Terms of Employment: Full-time, 12-month employee
Salary: Commensurate with degree and experience.

Pursuant to the State of Tennessee’s policy of non-discrimination, the Tennessee School for the Deaf does
not discriminate on the basis of race, sex, religion, color, national or ethnic origin, sexual orientation, age, disability, or military services in its policies, or in the admission of, access to, treatment, or employment in its programs, services, or activities.

Essential Duties and Responsibilities:
These are not exclusive or all-inclusive. Other duties may be required and assigned.
1. Conducts pediatric audiological diagnostic evaluations specifically for Tennessee Schools for the Deaf
students, and also for infants, toddlers, and school age children in their assigned Tennessee Region.
Evaluation experience desired includes, visual reinforcement audiometry, conditioned play
audiometry, pure tone and speech audiometry, auditory brainstem response studies, otoacoustic
emission testing and middle ear studies.
2. Audiologically manages the students who attend Tennessee Schools for the Deaf, and Deaf/hard of hearing infants, toddlers, and school age children in Tennessee, by providing scheduled and requested
hearing evaluations, personal amplification programming and follow up to include hearing aids and cochlear implants, school amplification system verification and management.
3. Audiologically supports the students who attend Local Education Agencies (LEA) by providing requested hearing evaluations, school amplification system recommendations, verification and support, and small and large group in-services to educational staff.
4. Interprets the hearing test data and amplification outcomes and communicates this information
clearly to the child’s guardian, LEA, and, if appropriate, the child.
5. Demonstrates knowledge of current amplification technologies, fitting practices and validation procedures and is flexible in applying this knowledge to deliver individualized care to the child as it applies to the home and educational environment.
6. Under the direction of the immediate supervisor, delivers school based instruction to educational staff working with Deaf/hard of hearing toddlers and school age children concerning specific explanation of differing hearing levels, amplification management and maintenance, and delivery of aural habilitation.
7. Communicates effectively and clearly and in a timely manner with the child’s hearing health and education team members, to include parents, physicians, speech pathologists, audiologists, educators, and administrators.

Description: The Elementary School Principal will create an academic program that exemplifies excellence and equity
such that all students will be equipped with the knowledge and skills to successfully make decisions and
determine their own life path and career goals.
Qualifications:
• Valid Tennessee professional educator license with administrative endorsement preferred, if
endorsement in process demonstrated progress toward the required endorsement.
• Eight (8) years teaching experience required, 10 years teaching experience preferred.
• American Sign Language SLPI rating of Advanced or higher required.
• Master’s Degree or beyond in educational leadership/administration/supervision preferred.
• Degree in Deaf Education required
• Demonstrated deep understanding of the unique challenges associated with educating students who
are deaf/hard-of-hearing and bilingual education.
• Technology expertise including proficiency in Microsoft Office Suite, Microsoft 365, internet-based
applications, typing and word processing skills required.
Terms of Employment: Full-Time 12-month teacher contract.
Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Works with the Chief Academic Officer to develop, articulate, and implement a vision of learning that
includes high goals for student achievement that are shared and supported by the school community.
Values, supports, and believes in high standards for all students across the spectrum of socio-economic
demographics and academic potential.
• Articulates the vision and strategic mission of the Tennessee Schools for the Deaf and works
collaboratively with teachers, parents, community leaders, higher education partners, and others to
continuously improve instructional excellence.
• Listens effectively to families, students, and the school community. Considers and responds to the input
of stakeholders in a timely fashion.
• Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops
strategic plan with effective solutions.
• Establishes and maintains a culture of integrity, fairness, and high ethical standards. Builds strong
relationships based on mutual respect, trust, and empathy within the school.
• Establishes systems and programs that promote learning, collaboration, and communication throughout
the school.
• Supervises teachers and educational assistants and holds each to a high standard.
• Builds department capacity by setting clear expectations and observing and evaluating
paraprofessional and office staff using the SMART process.
• Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating
teachers and staff in accordance with the Tennessee Educator Acceleration Model (TEAM). Obtains and
maintains TEAM Observer certification through completing training and passing certification exam.
• Analyzes and uses data to inform adult learning, professional development, and decision-making.
• Ensures that school meets all relevant academic benchmarks and that every student is measured for
annual academic growth.
• Participates in the IEP process, assuring that goals, objectives, and benchmarks are appropriate and
effectively addressed.
• Builds professional learning communities to nurture and sustain a school culture and instructional
program conducive to accelerated student achievement. Regularly assesses student learning and ensures
the provision of specific, timely feedback to teachers and students.
• Aligns standards, curricula, instructional strategies, and assessment tools. Supports teachers in using
effective instructional strategies to meet students’ diverse learning needs.
• Coordinates professional learning activities for the instructional staff of the school, including planning,
collaboration, implementation, and evaluation of the services.
• Fosters teacher professional development through coaching and motivating. Stimulates and retains high
performers, mentors early career teachers, challenges low performers to improve, and dismisses poor
performers who do not improve. Initiates and engages in difficult conversations around continuous
instructional improvement as necessary.
• Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately.
Recognizes, rewards, and celebrates hard work and outstanding results.
• Works with Chief Academic Officer, directors, principals, counselors, teachers, and different personnel
to maintain a high level of youth development and student support services that align with academic
goals, as dictated by student needs.
• Participates in and supports the supervision and administration of extracurricular programs and school
programs with staff assistance, as applicable.
• Collaborates with the Chief Academic Officer and/or Principalsto select highly effective teachers through
robust screening and interviewing process and assists in recruitment.
• Performs other duties as assigned.
KSA’s:
• Strong organizational skills
• Excellent communication skills, adapting appropriately to audience and message
• Knowledge of best practices in the areas of responsibilities
• Knowledge of statutory and regulatory requirements
• Knowledge of budgeting and finance management
• Familiar with federal programs’ rules and regulations
• Organizes and coordinates districtwide projects and manages multiple projects simultaneously
• Develops and maintains a vision for educational growth of the Tennessee School for the Deaf
• Understands building vision, strategic planning, and creating strong teams
• Demonstrates emotional fortitude and perseveres in the face of obstacles; innovative thinker with the
capacity to develop creative and adaptive solutions that overcome objections and resistance
• Holds self and others accountable for student learning
• Demonstrates self-awareness and a commitment to continuous learning
• Seeks out and acts upon performance feedback

Purpose: Oversee the operations of the IESDB by ensuring the delivery of both direct and indirect educational services for the Idaho School for the Deaf and Blind (ISDB) campus and outreach programs as designated by Statute 33-34 to all individuals, birth through age 21, with hearing or vision loss, including those with co-occurring disabling conditions and deaf-blindness in the state of Idaho.
Responsibilities:
Administrative:

Implement policy and program actions as determined by the Board of Directors.
Coordinate all educational efforts for deaf and blind individuals in the State of Idaho as designated by statute and as approved by the Board of Directors.
Recommend, interpret, and apply all regulations and policies while ensuring bureau consistency and compliance with governing laws and regulations.
Prepare and present bureau reports regarding all IESDB programs as required to the Board of Directors.
Evaluate and measure all IESDB programs including but not limited to courses of study, curriculum, textbooks and specialized educational programs, making recommendations to the Board of Directors.
Prepare and present necessary program information, legislation and testimony to the Board of Directors and legislative committees and respond to legislative questions/concerns.
Evaluate students who have ceased to make progress or who are no longer benefiting from the educational services provided by IESDB and make student release or discontinued services recommendations to the Board of Directors.
Prepare annual reports regarding the bureau’s activities to the State Board of Education (SBOE) within the time frames assigned, utilizing the formats designated by the SBOE.
Develop and implement programs and strategic plans for organizational restructuring as needed through the advice and consent of the Board of Directors.
Serve as the bureau liaison with the Board of Directors, Governor’s office, SBOE, State Department of Education (SDE), school districts, state agencies, legislators, the public, and other key stakeholders.
Attend the Board of Directors meetings as required.
Perform all other duties as assigned by the Board of Directors.
Designate positions to include but not limited to management, assistants, instructors, and specialists through the advice and direction of the Board of Directors in order to properly carry out statutory requirements.
Provide supervision to all department management and indirectly supervise all staff through department management.
Make employment decisions and recommendations to include but not limited to mediation, evaluations, hiring, dismissals, and employee contract reviews.
Ensure effective communication among bureau staff and support IESDB staff with bureau transitions, development of programs and policy changes.
Demonstrate interpersonal skills while acting as a community liaison to stakeholder groups, agencies/organizations, and families.

Fiscal:

Develop annual budget requests reflecting expected revenues and expenditures for IESDB through the advice and direction of the Board of Directors, the Governor’s office, and the DOE.
Submit and present the annual budget to the Board of Directors, the Joint Finance Appropriations Committee (JFAC), and other key stakeholders for review and approval.
Monitor bureau adherence to the budget and ensure compliance with fiscal regulations and policies.
Monitor and authorize budget expenditures.
Establish interagency contractual agreements with other organizations and partners in order to cooperatively provide educational services to individuals participating in IESDB programs.
Plan, monitor, and oversee all aspects of bureau maintenance, operations, and capital investments to include but not limited to purchases, major project approvals, grants, contracts, and fleet vehicle management.

(Detailed Position Description provided upon request)
The Academic Support Coach provides direct instructional support to elementary students, with 80% of the role focused on reading and literacy development and 20% on broader academic needs. The coach works with students individually or in small groups to close learning gaps, reinforce classroom instruction, and build foundational academic skills that support long-term success. This position is only guaranteed for the 2025-2026 school year. This position may also support secondary students, as needed.

Literary Support:
● Provide targeted reading instruction to students using evidence-based strategies.
● Deliver Tier 2 and Tier 3 reading interventions in collaboration with classroom teachers and specialists.
● Use diagnostic assessments and progress monitoring tools to identify student needs and adjust instruction.
● Support students in developing phonemic awareness, decoding, fluency, vocabulary, and comprehension skills.
● Track student growth and provide regular updates to the instructional team.
● Serve as a resource in the development of scientific research-based interventions and accommodations.

General Academic Support:
● Assist students with assignments, projects, and skills across subject areas, as identified through academic performance data.
● Support students in building executive functioning skills such as organization, time management, and goal setting.
● Provide small-group or one-on-one academic reinforcement sessions.
● Collaborate with staff to align support services with classroom instruction and curriculum goals.
● Participate in student support team meetings and help design individualized learning plans.
● Attend school/instructional department meetings as required.
● Attend in-service workshops and participate in professional development opportunities.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
● Bachelor’s degree in Education; Kansas Certification by KSDE in assigned level and teaching area; Master’s degree in Education is preferred.
● Crisis Prevention Institute (CPI)
● Minimum of 3 years of successful teaching or academic support experience.
● Demonstrated expertise in literacy instruction and intervention.
● Strong understanding of data-driven instruction and the MTSS framework.
● Excellent interpersonal skills and ability to build strong relationships with students.
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the Secondary English Language Arts Teacher is to plan and implement lessons and instruct and guide deaf and hard-of-hearing students at the secondary level. Frequent communication with students and staff is essential to the success of this position.

Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Plan, prepare, and deliver lessons according to student abilities and educational needs; differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for all learning activities.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Develop and implement individual student goals, instruction, and schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Follow school improvement goals and plans.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.
Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff , and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.
Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS: Bachelor’s degree in English and/or Deaf Education and/or Hard of Hearing (7-12); Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI) Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The Instructional Coach provides job-embedded professional support to teachers to improve instructional effectiveness, student engagement, and academic outcomes. Through observation, modeling, collaboration, and coaching, the Instructional Coach fosters reflective practice and supports continuous improvement in classroom instruction across all content areas. This position is only guaranteed for the 2025-2026 school year.

Key Responsibilities:
● Partner with teachers to plan and implement effective, standards-aligned lessons.
● Provide ongoing coaching cycles including pre-conferencing, observation/modeling, and feedback sessions.
● Support teachers in using data to differentiate instruction and address student needs.
● Collaborate with school leadership and staff on curriculum development and implementation.
● Facilitate professional learning communities (PLCs) and support adult learning.
● Model effective classroom strategies and co-teach when appropriate.
● Promote inclusive, equitable, and culturally responsive teaching practices.
● Maintain effective and professional communication with students, teacher(s), and other staff members.
● Use appropriate ASL/English communication skills with staff and students in order to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Attend in-service workshops and participate in professional development opportunities.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
● Bachelor’s degree in Education; Kansas Certification by KSDE in assigned level and teaching area; Master’s degree in Education is preferred.
● Crisis Prevention Institute (CPI)
● At least 3 years of successful classroom teaching experience.
● Demonstrated expertise in instructional strategies and curriculum implementation.
● Experience in adult learning, coaching, or mentoring roles preferred.
● Strong communication, organizational and collaboration skills.
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The Academic Support Coach provides direct instructional support to secondary students, with 80% of the role focused on reading and literacy development and 20% on broader academic needs. The coach works with students individually or in small groups to close learning gaps, reinforce classroom instruction, and build foundational academic skills that support long-term success. This position is only guaranteed for the 2025-2026 school year. This position may also support elementary students, as needed.

Literary Support:
● Provide targeted reading instruction to students using evidence-based strategies.
● Deliver Tier 2 and Tier 3 reading interventions in collaboration with classroom teachers and specialists.
● Use diagnostic assessments and progress monitoring tools to identify student needs and adjust instruction.
● Support students in developing phonemic awareness, decoding, fluency, vocabulary, and comprehension skills.
● Track student growth and provide regular updates to the instructional team.
● Serve as a resource in the development of scientific research-based interventions and accommodations.

General Academic Support:
● Assist students with assignments, projects, and skills across subject areas, as identifi ed through academic performance data.
● Support students in building executive functioning skills such as organization, time management, and goal setting.
● Provide small-group or one-on-one academic reinforcement sessions.
● Collaborate with staff to align support services with classroom instruction and curriculum goals.
● Participate in student support team meetings and help design individualized learning plans.
● Attend school/instructional department meetings as required.
● Attend in-service workshops and participate in professional development opportunities.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.
● All other duties as assigned.
Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
● Bachelor’s degree in Education; Kansas Certification by KSDE in assigned level and teaching area; Master’s degree in Education is preferred.
● Crisis Prevention Institute (CPI)
● Minimum of 3 years of successful teaching or academic support experience.
● Demonstrated expertise in literacy instruction and intervention.
● Strong understanding of data-driven instruction and the MTSS framework.
● Excellent interpersonal skills and ability to build strong relationships with students.
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

Collaborate with the Principal and other administrators to develop and implement policies, procedures, and programs that support the academic, social, and emotional development of Deaf and hard-of-hearing students.

Provide guidance and support to students, parents, and staff to address individual needs, behavior management, and academic progress. Foster a supportive and inclusive school climate where all students feel valued and respected.

Work with the Principal, teachers, and other specialists to ensure that instructional programs are aligned with state standards, curriculum frameworks, and best practices for Deaf education.

Monitor the implementation of effective teaching strategies and interventions to support student learning.

Foster positive relationships with parents, families, and community stakeholders to promote open communication, collaboration, and involvement in the school community. Organize outreach events, workshops, and informational sessions to support parent engagement and involvement in their child’s education.

Collect, analyze, and use data to monitor student progress, identify areas for improvement, and make data-driven decisions to enhance student achievement. Use assessment data to develop action plans, set goals, and track outcomes related to student learning and growth.

Design, develop, and implement comprehensive professional development programs based on the needs assessment of teachers, staff, and school leadership.

Ensure compliance with state and federal special education laws, regulations, policies and mandates.

Collaborate with residential Director of Student Life to develop and implement policies, procedures, and guidelines for dormitory life, including student schedules, routines, and expectations.

Conduct regular walkthroughs and inspections of residential facilities to ensure compliance with safety regulations, cleanliness standards, and maintenance protocols.

Supervise and evaluate staff.

Serve as District Assessment Coordinator.

Performs other duties as assigned.

KNOWLEDGE OF:
• Evidence-based instructional strategies for Deaf education.
• Universal Design for Learning (UDL) principles to create inclusive and accessible learning environments for diverse learners.
• Differentiated instruction to meet the varied needs, preferences, and learning styles of Deaf and hard-of-hearing students.
• Assessment tools and strategies for evaluating the academic, linguistic, and social-emotional development of Deaf students.
• Ability to analyze assessment data, progress monitoring results, and student performance indicators to inform instructional decision-making and goal setting.
• Knowledge of best practices for conducting assessments in accessible formats and providing accommodations for deaf learners.

MINIMUM REQUIREMENTS:
• Must have Professional Certificate for Instructional Leadership- Principal for all Grades, Level 2.
• Experience in Deaf/Hard of Hearing education.
• Required SLPI Level- Advanced.

TERMS OF EMPLOYMENT

Length of position: 12 months per year

Hours: 8 AM – 5 PM

SUMMARY

The Supervisor of Family and Student Advocacy Services will be responsible for the Family and Student Advocacy Services Department under Student Support Services in advocating for the needs of families and students within our community. The ideal candidate will have a strong background in social services, exceptional leadership skills, and a deep commitment to empowering individuals to navigate and access resources effectively.

This position requires good interpersonal and organizational skills, strong ethical practices, and the ability to communicate effectively as a Supervisor and has administrative control over family and student advocacy services, reporting directly to the Director of Student Support Services.

ESSENTIAL FUNCTIONS

Lead and supervise a team of family and student advocates, providing guidance, support, and mentorship to ensure the delivery of high-quality advocacy services.
Develop and implement advocacy strategies and initiatives to address the diverse needs of families and students, including but not limited to education, healthcare, housing, and social services.
Collaborate with community organizations, schools, government agencies, and other stakeholders to identify resources, opportunities, and solutions for families and students facing various challenges.
Provide direct advocacy support to families and students, including conducting assessments, developing action plans, and advocating on their behalf with relevant agencies and institutions.
Monitor and evaluate the effectiveness of advocacy programs and services, collect data, and prepare reports to track outcomes and inform program improvement.
Stay informed about relevant policies, regulations, and trends in the field of family and student advocacy, and ensure compliance with all legal and ethical standards.
Represent the organization in meetings, conferences, and other events related to family and student advocacy, and serve as a spokesperson for our mission and values.
Completes other duties as assigned.

QUALIFICATIONS REQUIRED

Bachelor’s degree in social work, psychology, counseling, or a related field
Five years-experience in social services, advocacy, or related roles
At least two years in a supervisory or leadership capacity in the relevant field
Strong understanding of issues affecting families and students, including poverty, homelessness, mental health, and educational disparities
Excellent communication, interpersonal, and conflict resolution skills, with the ability to build rapport and establish trust with diverse populations
Demonstrated ability to develop and implement advocacy strategies, manage multiple priorities, and work effectively in a fast-paced environment
Proficiency in Microsoft Office Suite and other relevant software applications
Valid driver’s license and reliable transportation required
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Sign Language Proficiency Interview (SLPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

QUALIFICATIONS DESIRED

Master’s degree in a related social service field from an accredited college or university
Three or more years of experience in supervision of staff
Five years-experience as a social worker, case manager, or family liaison in a school environment
Experience working with deaf individuals (including children)
Experience working with school and community stakeholders and agencies to coordinate services

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES

Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

SUPERVISOR

Director of Student Support Services

MILITARY OCCUPATION SPECIALTY (MOS) CODE:

Program Supervisor VI, See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement.pdf