Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a skilled and committed Staff Interpreter to support communication access across student and staff interactions. This position reports to the Interpreting Department Head and plays a key role in delivering equitable access to educational and organizational activities throughout our vibrant community.

Your Impact
As Staff Interpreter, you will provide interpreting services across student and staff settings — including therapies, specials, meetings, and school events. You will partner with educators, clinicians, administrators, and peers to support multilingual communication and ensure students and staff experience full participation in our learning environment.

Key Responsibilities
• Provide high-quality ASL/English interpreting services across a range of campus settings
• Interpret for students in classrooms, therapies, community outings, IEP meetings, and events
• Support communication access for staff during meetings, training, and professional development
• Interpret solo or in teamed environments, including with Deaf Interpreters
• Apply RID Code of Professional Conduct and uphold confidentiality at all times
• Demonstrate cultural humility, professionalism, and flexibility in diverse communication environments
• Actively engage in ongoing professional development and self-evaluation
• Collaborate with the interpreting team and participate in internal school-wide initiatives

What We’re Looking For
• Associate’s or Bachelor’s degree in interpreting, deaf education, or a related field
• Minimum of 3 years of experience in educational or related interpreting settings
• Certificate with a score of 3.5 or higher on the Educational Interpreting Performance Assessment (EIPA)
• Additionally, must meet two or more of the following:
• National Interpreting Certification (NIC) from RID
• MCDHH screening certificate/documentation
• Transcript from accredited interpreter training program
• Documentation of successful experience in educational interpreting
• Strong cultural and linguistic competency in Deaf, DeafBlind, and Hard of Hearing communities
• Demonstrated professionalism, team collaboration, and communication adaptability
• Commitment to supporting access across all modalities, including AAC when needed

Work Environment & Physical Demands
This is a 12-month faculty role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This role involves physical presence across a variety of settings and may require walking, standing, or traveling between classrooms or community locations. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a dedicated and experienced Speech-Language Pathology Assistant (SLPA) to join our team of professionals. This position reports to the Director of Related Services and plays a vital role in supporting communication access and therapeutic programming across our diverse student population.

Your Impact
As SLPA, you will work in close collaboration with CCCBSD’s team of Speech-Language Pathologists to provide direct communication services to students in individual and small group settings. You’ll support AAC implementation, contribute to data collection and reports, and help meet the unique and varied language needs of students through evidence-based and student-centered practice.

Key Responsibilities
• Provide direct communication services to students in individual or small group settings
• Implement AAC systems and communication strategies under supervision of SLPs
• Collaborate with SLPs on planning, progress tracking, and quarterly reporting
• Support consultation across multidisciplinary teams
• Maintain timely documentation and uphold program standards
• Participate in weekly professional development and team meetings
• Contribute to a culture of language access, inclusion, and growth

What We’re Looking For
• Certificate of Clinical Competence in Speech-Language Pathology Assistant (C-SLPA) required
• Experience supporting students who use AAC devices or alternative communication systems
• Strong understanding of communication development and therapy best practices
• Experience working with students who are Deaf, Hard of Hearing, or have multiple disabilities
• Working knowledge of ASL preferred; interpreters available and ASL classes offered
• Excellent interpersonal, organizational, and collaboration skills
• Ability to contribute to a positive and inclusive team environment

Work Environment & Physical Demands
This is a 12-month role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This position requires regular presence in classrooms and therapy spaces. Candidates should be able to support students across settings and assist with positioning, lifting (up to 40 lbs.), or behavior support as needed. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a mission-driven and collaborative Life Skills Coach to support our students in building the vocational, community, and life skills needed for adulthood. This position reports to the Director of Related Services and partners closely with CCCBSD’s Transition Specialists to lead on- and off-campus instruction.

Your Impact
As Life Skills Coach, you will help students acquire real-world skills in work, community, and social settings. You’ll deliver individualized coaching, implement vocational programming, and foster independence in students aged 14–22. This is a team-oriented role supporting both the development of student outcomes and staff success.

Key Responsibilities
• Assist in the design, organization, and implementation of on-campus and off-campus life skills and vocational programming
• Oversee student instruction in areas such as job coaching, community travel, and independent living
• Develop and maintain community-based instructional placements in collaboration with transition staff
• Support students in meeting employer expectations and adapting to job site environments
• Integrate IEP goals and social/emotional learning into community-based instruction
• Create visual supports, teaching materials, and customized instructional strategies
• Communicate effectively across multiple modalities including English, ASL, and AAC
• Build positive relationships with students, families, and interdisciplinary teams
• Participate in student safety planning, staff training, and data documentation
• Collaborate on school-wide initiatives and contribute to a culture of dignity, inclusion, and growth

What We’re Looking For
• Undergraduate degree in special education, human services, or a related field
• Minimum of 3 years of experience supporting students with disabilities; preference for experience with ages 18–22
• Experience with community-based instruction, vocational programming, or job coaching
• ASL proficiency preferred; ASL classes are available for all staff
• Ability to support students in a variety of educational and community settings
• Strong communication, organization, and problem-solving skills
• Comfort with physical support, redirection, or coaching when needed
• Flexible and team-oriented approach to working with students and staff

Work Environment & Physical Demands
This is a 12-month position aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This role involves physical activity and frequent transitions between classroom, community, and work settings. Candidates should be comfortable supporting students with varying mobility and behavior needs and lifting up to 40 lbs. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a dedicated and collaborative Transition Specialist to join our team. This position reports to the Director of Related Services and plays a vital role in preparing students for successful post-secondary outcomes through individualized planning, vocational experiences, and community partnerships.

Your Impact
As Transition Specialist, you will support students in developing the skills and experiences needed to achieve their post-school goals. You’ll lead transition planning in partnership with families, educators, and adult service providers — guiding students through vocational training, life skills instruction, and self-advocacy opportunities in both school and community settings.

Key Responsibilities
• Coordinate transition services for students engaged in vocational and life skills programming
• Develop on-site and community-based work experiences aligned with student profiles
• Collaborate with families, educators, clinicians, and adult agencies to support individualized transition plans
• Facilitate student-centered IEP components (e.g., Transition Planning Form, Summary of Performance)
• Guide students in building self-advocacy skills and participating in their own transition process
• Support use of assistive technology and AAC tools that promote student independence
• Serve as liaison with community partners, employers, and adult service agencies
• Coordinate logistics and planning for the annual graduation ceremony
• Organize school-based events that promote post-secondary success
• Maintain transition portfolios, documentation, and compliance with DESE standards
• Participate in cross-program collaboration and professional development initiatives

What We’re Looking For
• Bachelor’s degree required; coursework in vocational education, special education, deaf education, or human services preferred
• Prior experience supporting transition-aged students, including job coaching or agency collaboration
• Strong knowledge of IEP transition components, post-secondary planning, and disability services
• Experience navigating community-based settings and building external partnerships
• ASL fluency or willingness to learn through CCCBSD-sponsored classes
• Ability to foster trusting relationships with students, families, and interdisciplinary teams
• Strong documentation, planning, and communication skills
• A collaborative, adaptable, and student-centered mindset

Work Environment & Physical Demands
This is a 12-month role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This position involves travel between classrooms and community sites. Candidates should be comfortable supporting students across diverse environments and may need to assist with transitions, transportation, or job-site coaching. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting.

We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We’re looking for a strategic, relationship-driven professional to lead our fundraising and communications as our Director of Advancement.

This senior leadership role reports directly to the Executive Director and is responsible for setting and executing CCCBSD’s development strategy, growing community engagement, and building a thriving Advancement team.

Your Impact
As Director of Advancement, you’ll shape CCCBSD’s fundraising, communications, and donor engagement strategies. This is a full-time, 12-month leadership role that collaborates with the Executive Director, Board of Trustees, and a small but passionate team to build meaningful relationships and secure the resources that make our mission possible.

Key Responsibilities
• Design and execute CCCBSD’s annual fundraising and communications plan
• Cultivate and steward donors at all levels, including major gifts and planned giving
• Oversee grant writing, foundation partnerships, and corporate sponsorships
• Manage donor engagement events, annual campaigns, and brand communications
• Supervise and mentor the Advancement Associate and Communications Coordinator
• Collaborate with the Executive Director and CFO to manage and report on the department’s budget
• Serve as a member of the senior management team and ambassador of CCCBSD’s mission in the broader community

What We’re Looking For
• Bachelor’s degree required; advanced degree or CFRE preferred
• Demonstrated success in nonprofit development, including major gifts, campaigns, and donor engagement
• Experience managing staff and/or consultants
• Strong communication skills across spoken, written, signed, and visual modalities
• Familiarity with donor CRMs and data-informed strategy
• A collaborative spirit, adaptability, and sense of humor
• Must successfully complete all required background checks, including Massachusetts CORI and SAFIS fingerprinting

This is an excellent opportunity for an experienced advancement professional or rising leader ready to take ownership of a mission-aligned program and drive meaningful growth.

Work Environment & Physical Demands
This role involves primarily office-based work with occasional physical activity (e.g., lifting up to 40 lbs. for events) and attendance at events in varied settings. Participation in emergency preparedness drills, including fire drills, lockdowns, and evacuation procedures, is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Located on a hill overlooking the scenic Bass River, our seven-acre campus sits at the corner of Echo Avenue and Route 62 in Beverly, MA—just 18 miles north of Boston and about 25 miles from Southern New Hampshire. Our peaceful, welcoming campus provides a beautiful environment for meaningful work and connection.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf, hard of hearing, and special needs individuals in a language-rich, inclusive setting. Our programs serve students from birth through age 22, including early intervention, preschool, elementary, middle, and high school.

We are seeking an experienced, student-centered leader to serve as BSD Program Director — a critical faculty leadership role focused on instructional excellence, program oversight, and team development. This position reports to the Executive Director and plays a key role in advancing CCCBSD’s mission while supporting the academic and social-emotional growth of students in the BSD program.

Your Impact
As BSD Program Director, you will lead a team of educators and support staff in delivering exceptional, individualized instruction within a bilingual philosophy.
This is a full-time, 12-month school-based leadership role focused on fostering a collaborative, inclusive school culture that values Deaf culture, multilingual communication, and student-centered practice.

Key Responsibilities
• Provide visionary and strategic leadership aligned with CCCBSD’s mission and values
• Lead and support a positive school culture rooted in inclusivity, collaboration, and excellence
• Oversee curriculum development, instructional quality, and individualized student support
• Supervise and evaluate teachers and teaching assistants, offering mentorship and professional development
• Coordinate staffing, scheduling, substitutes, volunteers, interns, and classroom support
• Partner with families and caregivers to support student success and family engagement
• Collaborate on student referrals, placement decisions, and behavioral or programmatic supports
• Ensure compliance with all relevant special education and Deaf education regulations
• Engage in outreach and community partnerships to support student programming and referral development
• Advocate for Deaf culture, bilingual learning, and inclusive educational practices

What We’re Looking For
• Master’s degree in Deaf Education, Special Education, or related field
• Massachusetts licensure in Special Education or Deaf Education (or eligibility to obtain)
• Minimum of 3 years of teaching or related support experience
• Minimum of 3 years of supervisory or program leadership experience
• Strong ASL skills and commitment to language access for all students
• Demonstrated success fostering inclusive environments and leading diverse teams
• Knowledge of Deaf/HH culture and the unique educational needs of Deaf and DeafDisabled students
• Familiarity with student performance monitoring, IEP processes, and family engagement strategies
• Commitment to continuous learning and collaboration

Work Environment & Physical Demands
This is a school-based leadership role that involves regular classroom presence, team collaboration, and occasional direct support to students, including coverage during staff absences. Candidates should be comfortable navigating dynamic educational settings and physically assisting with student needs when necessary.

This may include lifting up to 40 lbs., kneeling, repositioning students with team support, supporting behavior intervention strategies, and engaging in transitions, outdoor supervision, or community activities. Participation in emergency preparedness drills (e.g., fire drills, lockdowns, evacuations) is also required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Located on a hill overlooking the scenic Bass River, our seven-acre campus sits at the corner of Echo Avenue and Route 62 in Beverly, MA—just 18 miles north of Boston and about 25 miles from Southern New Hampshire. Our peaceful, welcoming campus provides a beautiful environment for meaningful work and connection.

This position is crucial in preparing deaf and hard-of-hearing students for college and the workforce. Teachers are expected to provide services and instruction tailored to each student’s needs, fostering skill development to the best of their abilities. The successful candidate(s) may teach various curriculum levels based on the specific requirements of assigned students each year.

As a teacher at the Oregon School for the Deaf, you will be responsible for preparing students for higher education or the workforce through tailored services and instruction. This may involve supervising students during special activities, working with those facing emotional or behavioral challenges, and occasionally training teaching assistants, volunteers, college practicum students, or student teachers.

The Assistant Principal for Middle and High School at Rocky Mountain Deaf School is a key leadership role responsible for supporting the academic success, student well-being, and operational effectiveness of our middle and high school programs. Working closely with the School Director and other administrators, the Assistant Principal will ensure that educational objectives and high expectations for student success are met. This position is crucial in fostering a positive school culture, providing guidance to teachers, staff, and students, and contributing to the development and implementation of school policies, programs, and initiatives that promote academic achievement, social-emotional growth, and safety for all students.

Qualifications & Requirements:
*Master’s degree in Deaf Education or a related field.
*Colorado Standard Teaching Licensure with a Deaf Education endorsement (required by September 1 of the year hired).
*Colorado Standard Principal’s License or enrollment in a Colorado-approved Principal’s Preparation Program (seeking an Initial Principal License).
*Fluency in American Sign Language (ASL) required.
*Fluency in written English required.
*Strong interpersonal, communication, and organizational skills.
*Demonstrated experience in educational leadership, including managing staff and developing effective school programs.
*Knowledge and experience with IEP processes, special education services, and inclusive education practices.

Preferred Skills & Experience:

-Experience in a leadership role within a school serving Deaf or Hard of Hearing students.
-Familiarity with school safety protocols and practices.
-Background in supporting social-emotional learning (SEL) programs and initiatives.
-Experience with budget planning and resource allocation for school programs.

Key Responsibilities:

Leadership & School Culture:
*Develop and maintain positive relationships with parents, families, and the broader community.
*Ensure that staff and students adhere to school policies, procedures, and expectations.
*Collaborate with the administrative team to manage day-to-day operations of the school, including participation in the School Safety Team (SERT).
*Lead efforts to create a safe, inclusive, and supportive school environment that fosters academic and personal growth for all students.

Curriculum & Instruction:
*Oversee and support the development and implementation of the middle and high school curriculum, including course scheduling and academic programming.
*Collaborate with teachers to ensure alignment with educational targets and Individualized Education Plan (IEP) goals.
*Facilitate middle and high school IEP meetings as needed, ensuring that students’ unique needs are met through individualized supports and accommodations.
*Work closely with the Mental Health team to promote a safe, supportive social-emotional learning (SEL) environment for students.

Student Support & Discipline:
*Manage and provide support for student discipline issues, ensuring that consequences are fair, consistent, and focused on restorative practices.
*Work with the department and After School Program Coordinator to oversee extracurricular activities, including Teen Night Out, sports programs, and off-campus experiences, ensuring they are high quality, well-organized and aligned with the school’s mission.

Staff Development & Supervision:
*Supervise, mentor, and evaluate middle and high school personnel, ensuring they receive ongoing support for professional growth and development.
*Facilitate professional development activities for staff, helping them build their capacity to support student learning and success.
*Assist in the recruitment, hiring, and onboarding of new staff members.

Operations & Budget Management:
*Assist with budget planning and management for middle and high school programs, including academic curriculum, extracurricular activities, and student services.
*Work closely with the administrative team to ensure efficient scheduling of substitutes and staff coverage.

TEACHER: Full Time

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.

SCOPE OF DUTIES:

Under the supervision of the departmental principal, instructs Deaf and Hard of Hearing students.

PRIMARY DUTIES:

Provides specially designed instruction to students.
Teaches a variety of academic and/or vocational subjects.
Prepares appropriate materials and lesson plans.
Writes report cards, progress reports and other documents, as needed.
Assists in developing and implementing I.E.P.s and participates in PPT and team meetings.
Evaluates and reports on student performance using evidence-based assessments.
Participates in school curriculum development.
Implements behavior intervention plans.
Participates in staff development.
Directs the work of Teacher Aides and/or Residential Counselors in the classroom.
Instruct students using an ASL/English Bilingual approach.
Performs other related duties as assigned.

REQUIRED SKILLS AND ABILITIES:

Ability to work in a collaborative team setting.
Proficient with planning and preparing effective lesson plans and integrated units
Ability to differentiate instructional methods and assessments for students.
Ability to ensure a safe and supportive place to learn with clear routines and expectations.
Ability to manage student behavior; ability to anticipate potential issues and redirect or de-escalate behavior

MINIMUM REQUIREMENTS:

Master’s Degree in Education of the Deaf or Special Education, and appropriate State of CT Teacher Certification; (057 and/or 065).
Ability or willingness to learn to communicate effectively using American Sign Language (ASL). ASLPI rated preferred.

SALARY AND BENEFITS:

Salary based on Professionals Union Pay Scale
This is an Exempt, 10-Month position following the ASD Academic calendar
Group health insurance and other fringe benefits are available.
$1000 sign on bonus after one year of service for newly hired employees

ASD is ALL ways able. Should you require an accommodation for applying to 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).

TEAM LEADER – SUMMER CAMP ISOLA BELLA

Dates: June 15, 2025 – July 26, 2025

Nestled in the beautiful Berkshire Mountains on Twin Lakes, Salisbury, Connecticut, “Isola Bella” means Beautiful Island in Italian. Isola Bella was bequeathed to The American School by the late Ferrari Ward and his wife, Muriel Alvord Ward. Both were members of the ASD Board of Directors and Mrs. Ward was the first woman to serve on the board. Through this wonderful gift, the American School became the United States’ first school for the deaf to offer a summer program for deaf and hard of hearing youngsters and is the only camp for deaf children in Southern New England. Isola Bella is a scenic island estate that has been turned into a recreational/residential summer camp for deaf children ranging in age from 8 years to 17 years old. A wide variety of activities are offered depending on camper’s skill and interest level. Some of these activities include: archery, arts & crafts, camp studies, swimming, sailing and canoeing, water skiing, overnight camping, hiking, team and non-competitive games and a variety of special trips and projects. The philosophy of the program is “learning through experience.”

SCOPE OF DUTIES

Under the supervision of the Camp Director/Assistant Camp Director assists in the overall operation of the Summer Camp Program. The Team Leader will be responsible to uphold and maintain the standards required under the Youth Camping Act.

PRIMARY DUTIES

• Part of the support staff team with the Camp Director, Assistant Director, Waterfront Director, and other Team Leader(s).

• Assists with setting up and closing down camp.

• Oversees members of their team (camp counselors) and guides them through their duties.

• Responsible for setting up Camp Houses with the camp theme and decorating appropriately for the camp session.

• Completes opening and closing of camp inventory, of evening activity supplies, and physical education equipment along with providing an assessment of equipment/supplied needed.

• Assist the camp counselors on their team with the planning and implementing of evening activities

• Responsible for the implementation of camp craft orientation with appropriate staff members.

• Assists with the planning and setting up of all camping trips with the support staff.

• Responsible for instructing assigned class.

• Assists the Waterfront Director during free swim periods

• Responsible for helping to document daily concerns and feedback with the Camp Director/Assistant Director.

• Assists with the planning and implementation of special events with the support staff team.

• Responsible for editing their team member’s submission to the IB Newsletter before handing in final drafts to the Director/Assistant Director for publication.

• Assumes camp counselors responsibilities on days needed.

• Assists with fire drills and other in-service trainings.

• Responsible for cleaning bathrooms in Camp Houses with the rest of the support staff team.

• Part of the Crisis Intervention Team during emergencies and situations.

• Performs other duties as directed by the Camp Director/Assistant Director.

EDUCATION / SKILLS

• Applicants must be over age twenty-one and will be required to submit both DCF and DPS background checks,

• Bachelor’s Degree preferred and must have a minimum 2 years of experience with deaf and hard of hearing children/youth.

• Applicants must demonstrate proficiency in ASL and have prior camp experience.

• Applicants must demonstrate good judgment and excellent leadership skills.

• CPR for the Professional Rescuer, Standard First Aid and Lifeguard Training Certificate strongly encouraged.

SALARY:
• Compensation range is based on experience and available upon request

HOW TO APPLY

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

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.