Human Resources Coordinator

CLOSING DATE: Until Filled
CREATED: 07/28/2025
POST: 07/28/2025

The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth, and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners.

ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list, then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone.

Position: Human Resources Coordinator
Department: Human Resources
Supervisor: Director of Human Resources
Description: Full time – 12 Months Benefits Eligible
Union Status: Non-Collective Bargaining (non-union)

SCOPE OF DUTIES
The Human Resource Coordinator aids with and facilitates the human resource processes. The Human Resource Coordinator makes certain that HR activities comply with HR laws and regulations and are in accordance with federal and state regulations. This role provides administrative support to the human resource function as needed, including record-keeping, file maintenance and HRIS entry.

PRIMARY DUTIES
Performs customer service functions by answering employee requests and questions.
Completes Forms I-9, verifies I-9 documentation and maintains I-9 files.
Submits online investigation requests and assists with new-employee background checks.
Manages the termination process.
Assists with the preparation of the performance review process.
Assists with recruitment and interview process as needed.
Makes photocopies; mails, scans and emails documents; and performs other clerical functions.
Files documents into appropriate employee files.
Assists or prepares correspondence as requested.
Assumes ownership of with new hire file due diligence once offer is accepted; sends Welcome email out, tracks for completion of tasks, provides timely follow up with new hires on completion of same before hire date; proactively involves other HR teammates if assistance is needed.
Manages the employee expense reimbursement process, assuring all required documentation is received and complete, and coordinates with Business Office team for payment.
Keeps abreast of changing HR landscape and communicates changes in a timely fashion (such as I9 process changes, etc.)
Processes mail.
Assists with employee file review, licensing and accreditation requirements and standards.
Handles miscellaneous HR needs such as responding to verifications of employment, etc.
Performs other related duties as assigned.

MINIMUM REQUIREMENTS
Excellent verbal and written communication skills.
Ability or willingness to learn to communicate effectively using American Sign Language (ASL).
Excellent interpersonal and customer service skills.
Excellent organizational skills and attention to detail.
Working understanding of HR principles, practices and procedures.
Excellent time management skills with a proven ability to meet deadlines.
Ability to function well in a high-paced and at times stressful environment.
Proficient with Microsoft Office and Google Suite products.
Knowledge of ADP Workforce Now required.
Bachelor’s degree in human resources or related field and/or equivalent experience.
At least two years of related Human Resources experience required.
SHRM-CP credential preferred.

SALARY AND BENEFITS:
Compensation range is based on experience and available upon request
Outstanding benefits package including Retirement 403B with generous school matching, group health insurance, and other fringe benefits.
$1000 sign on bonus after one year of service

ASD is ALL ways able. If you require an accommodation to apply for this position, please contact the Human Resources Department.

The American School for the Deaf does not discriminate on the basis of an individual’s age, ancestry, color, genetic information, learning disability, marital status, past or present history of mental disability, intellectual disability, national origin, physical disability, race, religious creed, sex (including pregnancy, transgender status, gender identity or expression, sexual orientation, or civil union status) work place hazards to reproductive systems, and criminal record (in state employment and licensing).

All applicants will be screened, and the most highly qualified applicants will be invited to interview.

Happy Hands Education Center and Deaf Christian Academy at Happy Hands are Christian early education and elementary programs for D/HH. The Director of Early Education will supervise EE classrooms and faculty, manage enrollment for new families, oversee curriculum and therapies and work with the Executive Director to promote the school and mission. Applicants must be committed Christians, be fluent in ASL and preferably have classroom experience.

Position is 11-month August-June
Responsible for developing and implementing the Residential Programming for deaf, hard of hearing, and deafblind students
Provide training to Residential Staff related to Deaf Education, ASL, Deaf Culture, child development, behavior management and discipline, etc.
Supervise Residential Staff and manage their schedules to ensure coverage
Ability to create an environment or respect and rapport of learning
Develop and maintain accurate records of staff files, student activities, and documentation of incidents
Communicate with stakeholders (families, students, drivers, lifeguards, teachers and superintendent)

POSITION SUMMARY: Assist Deaf high school students in building essential employability skills through a structured, community-based training program that provides real-world work experience and fosters career readiness to support successful transition outcomes.

MAJOR RESPONSIBILITIES:
Provide instruction to students in job readiness, career planning, job coaching, community access, travel training, Naviance, and transition-related services.
Support students in securing internships, part-time, and full-time employment opportunities aligned with their readiness and goals, as determined by the vocational team.
Identify, develop, and maintain job placements through proactive outreach, including cold calling, emails, phone calls, in-person visits, and distribution of brochures.
Facilitate student success at work sites through consistent communication with employers and regular monitoring.
Transport, mentor, and evaluate students at various community-based work sites to ensure progress and address any concerns.
Participate in trade shows, job fairs, and related career development events, as appropriate.
Develop and maintain vocational profiles that assess students’ strengths, weaknesses, and work habits to support individualized planning and skill development.
Identify areas for improvement and recommend targeted instructional strategies.
Conduct vocational evaluations and prepare written reports for designated students.
Maintain accurate and up-to-date records of student performance, job placements, and employer information from pre-employment through post-employment.
Collect and report required student data for NYSED compliance and accountability to the Vocational Coordinator.
Summarize job reports and provide updates to the Vocational Coordinator.
Attend vocational meetings as required and collaborate with staff to support student outcomes.
Participate in ongoing professional development, including workshops and training sessions, to enhance vocational support strategies.
Use a personal vehicle when necessary to fulfill job-related duties.
Perform other duties as assigned.

QUALIFICATIONS:

Bachelor’s degree preferred.
Relevant experience preferred.
An SCPI level of Advanced preferred in American Sign Language.
Strong computer skills, including data entry, record keeping, and familiarity with common office software.
Ability to work with students of varying levels.
Clean driver’s license approved by the School’s insurance company.

POSITION SUMMARY: Teach High School Science Courses: Living Environment 1 & 2, Earth Science, STEAM, and/or Academic Intervention Services

MAJOR RESPONSIBILITIES:

Coordinator and participate in I.E.P. meetings
Develop differentiated, age and grade level appropriate lesson plans aligned to the Danielson Framework for Teaching and Learning
Monitor curriculum changes and update the school’s science program to align with the state standards and assessments
Select, write and/or re-write course material and laboratory exercises at appropriate language and skill level. Develops and coordinates necessary materials and sites for use with unit and lesson plans
Write curriculum maps for the sequence of all science courses
Participate in Professional Learning Communities
Provide project based learning opportunities for students
Imbed summative and formative assessment in instruction
Select, maintain and repair all laboratory equipment, specimens, demonstration materials, textbooks and safety equipment
Maintain knowledge and keep abreast of scientific research and technology used in the education field
Maintain accurate and timely records in PowerSchool, including attendance and report card grades/comments
Communicate regularly with families
Collaborate with the Teaching Assistant
Perform all other duties as assigned by supervisor

QUALIFICATIONS:

New York State certification: Deaf & Hard of Hearing and Biology required. Earth Science preferred. Or the ability to obtain NYS certification within one year of employment.
Master’s Degree
An SCPI level of Advanced preferred in American Sign Language
Knowledge and experience with classroom management and methods of instructing Deaf high school students

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.