Summary
The Early Intervention (EI) Department provides statewide home-based early intervention services to families whose children, birth through 6 years old, are deaf or hard of hearing. The Director supervises, develops, and maintains these services in adherence to all state and federal Part C IDEA regulations as well as Joint Committee on Infant Hearing (JCIH) and Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) quality assurance standards.

Essential Duties and Responsibilities (Other duties may be assigned)
• Partners with the New Mexico Department of Health’s Early Hearing Detection and Intervention (EHDI) program and the Early Childhood and Early Care Department’s Family Infant Toddler (FIT) Individual’s with Disabilities Education Act (IDEA) Part C program to ensure immediate referrals to NMSD early intervention services.
• Acts as a liaison and collaborator between NMSD and the greater early intervention community, developing and maintaining relationships with other state and tribal agencies to promote and increase services to young Deaf and hard of hearing children statewide.
• Maintains and advances funding streams through relational Memorandums of Understanding, Intergovernmental Agency Agreements, grants, etc.
• Ensures accurate reporting and billing to all funding sources such as Medicaid and the Navajo Nation.
• Serves on and provides guidance to the state’s IDEA Interagency Coordinating Council (ICC).
• Evaluates the Early Intervention Department on an ongoing basis and uses the evaluation information for change and improvement.
• Supervises the Regional Coordinators, the Statewide Pediatric Audiologist, and the Operations and Data Manager.
• Supervises the growth, development, and quality oversight of the NMSD Regional Infant Hearing Testing Centers as well as all other state and national early intervention initiatives.
• Serves as a Cabinet Member.
• Is responsible to the Superintendent’s initiatives in strategic planning for the EI department and in implementing the agency wide NMSD mission and vision.
• Collaborates with Part B programs, Head Start, Early Head Start, daycares, and other agencies on transition planning.
• Participates at the national level on issues related to early intervention and young Deaf/hard of hearing children.
• Collaborates with pediatric audiologists and the medical community on a state level to provide information on NMSD early intervention services and supports.
• Ensures that ongoing statewide training for FIT staff is developed and offered in venues that support FIT providers throughout the state. This includes providing hearing screening trainings.
• Collaborates with Part B programs, Head Start, Early Head Start, daycares, and other agencies on transition planning.
• With assistance from the supervisory team, is responsible for hiring, ongoing training, mentoring, and reflective supervision of staff to maintain compliance with Part C quality indicators and FIT certification.
• Supervises the development and management of the department budget.
• Works a varied schedule to meet department and agency wide needs.

Position-Specific Qualifications/Requirements:
Education and/or Experience:
• Minimum of a master’s degree in Parent Infant-Deaf Education or related field. Minimum of two years of experience working as an early interventionist with families whose children are Deaf or hard of hearing.
• Minimum of two years of experience in a supervisory and/or leadership role.
• Possession of or ability to acquire a Developmental Specialist III certificate.

Qualifications and Expectations Applicable to All NMSD Employees

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Commitment to Vision- Must be committed to NMSD’s Vision, Mission, and Beliefs
• Language Skills- Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports and correspondence. Ability to effectively present information and respond to questions from groups of managers, and the general public.
• American Sign Language: Proficiency in or willingness to learn American Sign Language required.
• Written Communication: Writes clearly and informatively; varies writing style to meet needs.
• Organization- Must be organized and detail-oriented.
• Analytical- collects and aggregates data for program maintenance and improvement.
• Continuous Learning- Seeks feedback to improve performance; pursues training and development opportunities; strives to continuously build knowledge and skills.
• Job Knowledge- Competent in required job skills and knowledge; exhibits ability to learn and apply new skills; keeps abreast of current developments; requires minimal supervision; displays understanding of how job relates to others; uses resources effectively.
• Use of Technology- Adapts to new technologies; troubleshoots technological problems; uses technology to increase productivity. Possesses a working knowledge of Microsoft Office and Outlook.
• Mathematical Skills- Ability to add, subtract, multiply, and divide into all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percentage and to draw and interpret bar graphs.
• Reasoning Ability- Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to think independently, solve problems and work with the whole team.
• Problem Solving- Gathers and analyzes information skillfully; develops alternative solutions; works in group problem solving situations.
• Cooperation- Establishes and maintains effective relations; exhibits tact and consideration; offers assistance and support to co-workers; works cooperatively in group situations; works actively to resolve conflicts.
• Teamwork- Balances team and individual responsibilities; exhibits objectivity and openness to others’ views; gives and welcomes feedback; contributes to building a positive team spirit; supports everyone’s efforts to succeed.
• Diversity- Shows respect and sensitivity for cultural differences; educates others on the value of diversity; builds a diverse workforce.
• Ethics- Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and principles.
• Organizational Support- Follows policies and procedures; completes tasks correctly and on time; supports organization’s goals and values.
• Adaptability- Manages competing demands.
• Personal Appearance- Dresses appropriately for position; keeps self well groomed.
• Attendance/Punctuality- Is consistently at work and on time; ensures work responsibilities are covered when absent.
• Dependability- Follows instructions, responds to management direction; takes responsibility for own actions.
• Initiative- Seeks increased responsibilities; asks for and offers help when needed.
• Quality- Demonstrates accuracy and thoroughness; looks for ways to improve and promote quality.
• Safety and Security- Observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions.
• Physical Demands- The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is occasionally required to drive for long periods of time; stand; walk and sit. Unless otherwise stated in this job description, the employee must occasionally lift and/or move up to 30 pounds.

NMSD is committed to providing equal employment opportunities to all employees and applicants for employment. We adhere to all applicable laws, statutes, and regulations regarding equal employment opportunities and affirmative action.  As an equal opportunity employer, we ensure that all qualified applicants receive consideration for employment without regard to race, color, religion, gender, sexual orientation, gender identity, national origin, age, disability status, genetic information, family and medical leave, protected veteran status, or any other characteristic protected by law.

Application:
Please submit your application online via www.nmsd.k12.nm.us by clicking on “Employment” under the menu.

For more information, contact:
New Mexico School for the Deaf
Human Resource Department
1060 Cerrillos Road
Santa Fe, NM 87505
505.476.6300 V/505.216.2001 VP
[email protected]

THE AMERICAN SCHOOL FOR THE DEAF
ANNOUNCES AN OPENING FOR
Dean of Students: Full-time Weekend Position

CLOSING DATE: OPEN UNTIL FILLED
UPDATED: 07/09/2025
POSTED: 06/11/2026

The American School for the Deaf (ASD) maintains written Job Descriptions for most jobs. The Job Description is a guide to the basic and essential functions of each job; it is not an all-inclusive list of responsibilities. These Descriptions are revised to meet the changing needs of ASD at the sole discretion of the executive leadership team, and/or in accordance with guidelines and standards set for an approved private special education program.

POSITION DESCRIPTION

Position: Dean of Students
Department: Student Life / PACES
Supervisor: Director of Student Life
Description: 12 months – Benefits eligible
Union Status: Non-Collective Bargaining (non-union)

Work Schedule: Weekend Days
Sunday, 8:30am – 10:00pm
Friday, 12:30pm – 10:00pm
Saturday, 8:30am – 10:00pm

SCOPE OF DUTIES:
Under the supervision of the Director of Student Life, or designee, the Dean of Students, is responsible for managing the residential life program for a number of behaviorally involved deaf, and hard of hearing students, and our students in the Autism expansion program. Responsible for supervision of Residential Counselors and residential programming. This management position plans and directs an educationally enriching program.

PRIMARY RESPONSBILITIES:
● Implement a residential life curriculum that provides recreational experiences, life experiences, practical living skills, informal counseling, and appropriate behavioral models and intervention to behaviorally involved, deaf and hard of hearing young students, and students in the Autistic Expansion program.
● Supervision of Residential Counselor staff, including participation in interviewing candidates for employment, conducting staff evaluations, making recommendations for personnel actions, and devising work schedules and assignments and planning and carrying into staff development.
● Responsible for the oversight of staff who supervise students in the residential program.
● Oversight of implementation of behavior management system, including protective holds as needed.
● Evaluation of student progress and preparation of progress reports as required by school policy and state regulatory agencies.
● Meet regularly with program director and program staff to review student progress, schedule, and program goals and collaborate with others as needed.
● Work cooperatively with support staff and consultants in planning and implementing milieu approach in the residence.
● Work cooperatively with Director of Student Life, counseling staff and program supervisor in implementing effective education curriculum.
● Plan, attend and participate in school, department and parent meetings, develop and implement parent communication program, house visitation program and parent sign language program.
● Attend and participate in in-service training programs provided by program and school.
● Availability during off-hours to answer company cell phone calls and/or texts to collaborate effectively with other Deans and Associate Directors on program needs.
● Performs other related duties as assigned.

Minimum Requirements
● Bachelor’s degree in a related field; Master’s Degree preferred.
● Applicants should have prior experience in working with emotionally/behaviorally-disordered children and youth in a residential setting.
● Knowledge of or willingness to learn Behavior Management Techniques is required.
● Applicants must have a competency level in sign language and leadership ability.

SALARY AND BENEFITS:
• Group health insurance and other fringe benefits are available.
• $1000 sign on bonus after one year of service for newly hired employees, not applicable for re-hires.

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).

The Michigan Department of Education (MDE) provides leadership, resources, support, and guidance to approximately 200,000 school district staff serving approximately 1.5 million students in public and non-public schools and 39,000 students in special education transition services. In addition, MDE provides administrative support and supervision for the Michigan School for the Deaf and the Library of Michigan.
MDE is responsible for state education leadership in a local control state and works to implement state and federal education laws, disburse state and federal resources, license educators, develop state summative assessments and accountability systems, create state academic standards, and coordinate school health and nutrition programs. In addition, in developing and promoting the state’s Top 10 Strategic Education Plan, MDE works with partner education entities and stakeholders to improve public education for children across the state. MDE’s role in the improvement of public education extends to providing information and feedback to public policy-makers, convening educators on public policy issues, recommending draft language on legislation, and developing guidance to districts on statutory changes adopted at the state and federal levels.
Join a team of highly trained and educated individuals committed to supporting learners and learning in Michigan. Serving students, parents, families, educators, and communities within a culture that promotes excellence and respects diversity, our work is meaningful and impactful.
As a State of Michigan employee, you will receive a competitive wage and benefit package that values your experience and skills. You will join a team of more than 400 professionals at the department and almost 50,000 in state government who are committed to excellence in public service.
Michigan School for the Deaf (MSD) is a bilingual school, with a residential component, for students who are deaf or hard of hearing (DHH). MSD provides a language rich environment in the least restrictive environment for students who are DHH, guaranteeing each student a free appropriate public education (FAPE). MSD ensures academic and social excellence – rich in ASL and English literacy for all students from infancy to graduation. An American Sign Language (ASL)/English bilingual approach is used to support the acquisition, development, and use of ASL and English. Students are placed at MSD through the individualized education program (IEP) process by their resident school district and either attend school as a day student or live residentially. All students are transported to MSD by their local school districts. Students whose families choose for them to live residentially through the week are immersed in Deaf culture and participate in student life opportunities to develop self-advocacy, personal growth, leadership, and teamwork. MSD staff work collectively to empower students with a positive Deaf identity, so when they graduate from MSD each student possess knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.
Primary Physical Work Address – Position is located at the Michigan School for the Deaf, 1235 W Court Street, Flint, Michigan.
The Michigan School for the Deaf provides residential and educational programs and services for students who are deaf or hard of hearing. These positions functions as classroom teachers.
below is a list of positions:
Full-Time High School Math Teacher
Full-Time High School English Language Arts Teacher
Full-Time Middle School Science Teacher
Full-Time Middle School Social Studies Teacher
Full-Time Multi-Age Elementary Resource
Full-Time Multi-Age Middle School Resource Teacher
Full-Time Multi-Age High School Resource Teachers
Full-Time Skills, Independence, Transition, and Employment (SITE)Teacher
Full-Time Art Teacher
Full-Time High School Social Studies Teacher
Full-Time Second Grade Teacher

Required Education and Experience:
Please review the job specification and the position description for the full list of responsibilities, required education and experience, and knowledge, skills, and abilities.
Alternate Education and Experience
Equivalent combinations of education and experience that provide the required knowledge, skills, and abilities will be evaluated on an individual basis.
Additional Requirements and Information
Some positions may require a current or past possession of a Michigan’s teacher’s certificate or one comparable to the one issued in Michigan.
Additional Requirements and Information
Possession of current Michigan teaching certificate (or equivalent) with an endorsement in hearing impairment.

The Department of Education will not hire and employ individuals who have been convicted of a “listed offense” pursuant to the School Safety Legislation Acts (Public Acts 129, 130, 131, and 138 of 2005). The “listed offenses” are defined in the Sex Offenders Registration Act (Section 2 of Public Act 295 of 1994).

The Michigan State Employees Retirement System (MSERS) is separate from the Michigan Public School Employees Retirement System (MPSERS). If you are currently a MPSERS retiree, there should be no impact to your MPSERS pension due to employment with the Michigan Department of Education. If you are currently eligible for a MPSERS retirement benefit and become the successful candidate for this position, you should contact the Office of Retirement Services (ORS) to determine any impact if you elect to immediately begin receiving your MPSERS retirement benefit.

Information provided in your application, resume, cover letter, transcripts, and any other documentation provided will be used to verify responses to the supplemental questions. Unsupported responses may not be considered further.

This is a continuous posting, the department will begin reviewing applications biweekly, however, the posting will remain open until all position is filled.

Please attach a detailed lesson plan for the subject area you are applying for (if you are applying for an Elementary position, please submit a lesson plan in the content area of your choice)? Your lesson plan should be as detailed as possible to demonstrate your instructional, organizational, and content knowledge.

Accommodations
If you require a reasonable accommodation to participate in the application or selection processes, please contact the ADA coordinator (Download PDF reader) for the agency that posted this position vacancy.

This is a continuous posting and will remain open until a candidate has been selected, however, MDE will begin screening applications on April 24, 2026. Applicants should submit materials prior to this date to assure that their application is considered.

The Michigan Department of Education (MDE) provides leadership, resources, support, and guidance to approximately 200,000 school district staff serving approximately 1.5 million students in public and non-public schools and 39,000 students in special education transition services. In addition, MDE provides administrative support and supervision for the Michigan School for the Deaf and the Library of Michigan.

MDE is responsible for state education leadership in a local control state and works to implement state and federal education laws, disburse state and federal resources, license educators, develop state summative assessments and accountability systems, create state academic standards, and coordinate school health and nutrition programs. In addition, in developing and promoting the state’s Top 10 Strategic Education Plan, MDE works with partner education entities and stakeholders to improve public education for children across the state. MDE’s role in the improvement of public education extends to providing information and feedback to public policy-makers, convening educators on public policy issues, recommending draft language on legislation, and developing guidance to districts on statutory changes adopted at the state and federal levels.

Join a team of highly trained and educated individuals committed to supporting learners and learning in Michigan. Serving students, parents, families, educators, and communities within a culture that promotes excellence and respects diversity, our work is meaningful and impactful.

As a State of Michigan employee, you will receive a competitive wage and benefit package that values your experience and skills. You will join a team of more than 400 professionals at the department and almost 50,000 in state government who are committed to excellence in public service.

Michigan School for the Deaf (MSD) is a bilingual school, with a residential component, for students who are deaf or hard of hearing (DHH). MSD provides a language rich environment in the least restrictive environment for students who are DHH, guaranteeing each student a free appropriate public education (FAPE). MSD ensures academic and social excellence – rich in ASL and English literacy for all students from infancy to graduation. An American Sign Language (ASL)/English bilingual approach is used to support the acquisition, development, and use of ASL and English. Students are placed at MSD through the individualized education program (IEP) process by their resident school district and either attend school as a day student or live residentially. All students are transported to MSD by their local school districts. Students whose families choose for them to live residentially through the in Deaf culture and participate in student life opportunities to develop self-advocacy, personal growth, leadership, and teamwork. MSD staff work collectively to empower students with a positive Deaf identity so when they graduate from MSD each student possess knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.

Primary Physical Work Address – Position is located at the Michigan School for the Deaf, 1235 W Court St, Flint, MI 48503.
Required Education and Experience
Please review the job specification and the position description for the full list of responsibilities, required education and experience, and knowledge, skills, and abilities.

Alternate Education and Experience
Equivalent combinations of education and experience that provide the required knowledge, skills, and abilities will be evaluated on an individual basis.

Additional Requirements and Information
Your submittal is considered complete with the following required documents:

Completed Application

Resume (entered or attached to the job posting)

Official copy of transcripts (when necessary)

The Michigan State Employees Retirement System (MSERS) is separate from the Michigan Public School Employees Retirement System (MPSERS). If you are currently a MPSERS retiree, there should be no impact to your MPSERS pension due to employment with the Michigan Department of Education. If you are currently eligible for a MPSERS retirement benefit and become the successful candidate for this position, you should contact the Office of Retirement Services (ORS) to determine any impact if you elect to immediately begin receiving your MPSERS retirement benefit.

Accommodations
If you require a reasonable accommodation to participate in the application or selection processes, please contact the ADA coordinator (Download PDF reader) for the agency that posted this position vacancy.

Position Summary: The Michigan School for the Deaf is a day and residential facility for students who are Deaf and hard of hearing. This position functions as Speech Therapist for the school portion of the Michigan School for the Deaf. The employee performs a full range of professional speech consultant assignments in a full functioning capacity. Considerable independent judgment is used to make decisions in carrying out assignments that have significant impact on services or programs. Guidelines may be available, but require adaptation or interpretation to determine appropriate courses of action.

Under the administrative direction of the Associate Commissioner of the Office of Special Education and Early Learning (OSEEL) and the Director of the Division of State Schools, the Principal will provide leadership for planning, directing and coordinating the educational, residential, recreational, and vocational programs for all students.

Minimum Requirements:
• At the time of application, applicant must have KY principal certification or pending certification from the Education Professional Standards Board based on recent completion of preparation requirements, out-of-state preparation, or alternative routes to certification pursuant to KRS 161.027 and 161.028.
• Demonstrated successful leadership in working with students, staff, parents, and the general public.
• Three or more years of experience in curriculum and instruction development and implementation with direct experience assisting teachers and administrators in curriculum implementation required.
• Professional Certificate for Teaching Exceptional Children-Hearing Impaired, Grades Primary through 12 or the out-of-state equivalent.
• Experience in Deaf education.
• SLPI rating of Advanced or higher.

Rochester School for the Deaf (RSD) is seeking candidates with demonstrated leadership experience and a commitment to working collaboratively with the Superintendent/CEO, administrative directors, teachers, support staff, and families to ensure the success of all students in our diverse and dynamic school. RSD prides itself on school leaders who balance instructional leadership with effective school management to maximize our students’ achievement, engagement, and well-being.

ESSENTIAL JOB FUNCTIONS:
* Plan and operate the learning system for students in grades 6-12.
* Collaborate and actively support other school administrators on campus daily.
* Articulate, implement, and maintain the school’s vision following the current Strategic Plan.
* Plan, implement, and evaluate instructional programs, including the school’s objectives and
strategies.
* Plan, develop, and maintain a school climate that fosters high expectations, high student
achievement, and sound decision-making.
* Select, assign, and develop a staff that will positively impact student learning.
* Supervise and evaluate staff, as required by school policy.
* Assist grade-level teams/departments and individual teachers to set appropriate goals.
* Establish high expectations for student achievement, and communicate them directly and
thoughtfully to students and teachers.
* Establish clear rules and expectations for the use of time allocated to instruction.
* Design, implement, and assess comprehensive professional development programs, in
collaboration with other department administrators, tailored to meet the instructional needs of all staff from grades 6 through 12.
* Plan, design, and operate an internal, external, and personal communication system that utilizes high-quality communication skills in both English and ASL with families and the community.
* Use appropriate human relationship skills when dealing with various individuals and groups
within and outside the school system.
* Conduct periodic building/classroom needs assessments.
* Accept and provide appropriate input to develop funding requests, reflective of the identified needs.

VDDHH is seeking a Deaf Mentor Coordinator to manage the Deaf Mentor program for families of deaf and hard of hearing children age birth to 8 years old. The Coordinator will organize sessions between the Deaf Mentors and the families; recruit, train, motivate, monitor, and evaluate Deaf Mentors’ performance. The Coordinator will follow up with families to assess the quality of family sessions. Additional responsibilities include collecting data and reporting outcomes, establishing partnerships, communicating effectively with stakeholders, and providing presentations about the Deaf Mentor program. Must be Deaf and fluent in American Sign Language to communicate effectively with deaf and deafblind clients, staff, and partners. Must be willing to travel throughout the Commonwealth of Virginia.

The Principal is the educational leader of the Middle School Department, serving 6th through 8th grade; will ensure that the program and curricula are implemented in order to maximize student learning experiences; establishes and maintains a positive school climate for the learning, behavior, safety, health, and welfare of students and personnel.

The Executive Director serves as the chief executive and educational leader of the school, and
liaison to the Board of Directors, responsible for advancing a mission-centered, student-focused program for Deaf, Hard of Hearing, and DeafBlind learners from birth through age 22. This role provides strategic leadership across academics, special education services, outreach,
operations, and community engagement, ensuring compliance with Minnesota charter school law and special education regulations while fostering a bilingual (American Sign Language and English), inclusive, and language-rich environment.
The Executive Director will maintain a high professional profile (local, philanthropic, national)
and be able to access programmatic opportunities and develop unique, collaborative vehicles
with other public and private organizations and institutions. The Executive Director will be a
strategic marketer and relationship-builder who maximizes connections and develops agendas
with agencies, organizations, and individuals to increase opportunities for financial support and
program development while ensuring the school is providing the highest quality education for all students.

Seeking a School counselor who is passionate and student-centered to join our team beginning July 1, 2026 who is ready to inspire, advocate and create a lasting impact. This is more than a job, it is an opportunity to empower students from preschool through high school to thrive academically, socially, emotionally, and as they prepare for life beyond graduation in a mission-driven, language-rich community where communication access, belonging, and student success are at the heart of everything we do.

PRIMARY RESPONSIBILITIES:
• Provide individual and group counseling for academic, social-emotional, and mental health needs
• Support college and career readiness from early awareness through postsecondary planning
• Conduct monthly SEL lessons
• Assist with transition and graduation pathways, and ACT/SAT planning
• Coordinate state testing and academic progress monitoring
• Partner with families, staff, and community agencies to support student growth
• Participate in IEPs, student support teams, and school-wide wellness initiatives
• Promote student voice, leadership, service learning, and resilience
• Help create a safe, supportive, and engaging school climate for all learners
QUALIFICATIONS:
• Master’s Degree in School Counseling
• Valid ODEW certification/licensure (or eligibility)
• Fluency in ASL required
• Ability to communicate effectively with students who are deaf, hard of hearing, and students with diverse language needs
• Strong collaboration, organization, and relationship-building skills
• Experience supporting students in academic, emotional, and postsecondary success preferred
WAGE AND BENEFITS: Competitive based on educational background and years of experience. The benefits package includes health insurance, life insurance, retirement plan options, 15 paid sick/personal days per school year, 10 paid federal holidays, and paid time off aligned with the school calendar. Employees also receive paid professional development opportunities and licensure support.
WORK SCHEDULE: Monday-Friday, 40 hours a week (flexible) may include some evenings or weekends, 10 -month position