We’re hiring! Happy Hands Education Center (HHEC) and Deaf Christian Academy (DCA) are seeking an Executive Director.
This leader will provide visionary and spiritual leadership for our schools, serving children who are Deaf or hard of hearing (DHH) from birth through 5th grade. If you love Jesus, have a heart for DHH children and families, and are ready to lead a ministry where every child can flourish, we’d love to hear from you.
Applications are open through October 31, 2026. Learn more and apply here: https://happyhands.org/about/careers.html
Please share with someone who may be called to this role!

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. 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

THE OPPORTUNITY
The Superintendent of the Special School District (SSD) will have the opportunity to improve the education, choices, and quality of instruction for thousands of K-12 students in Louisiana.
Success will require this leader to champion the vision for SSD and its unique student population; identify metrics and communicate a higher set of expectations for the district; and drive related transformation efforts to build a broad base of support through engagement with the community, civic leaders, and policy leaders at the state level, as well as grassroots leaders in homes and schools throughout the state. The SSD Board of Directors seeks a seasoned, high-caliber Superintendent to accomplish its vision: to empower students to turn challenges into opportunities as big as their dreams.

ABOUT LOUISIANA SPECIAL SCHOOL DISTRICT (SSD)
The Special School District is an educational service agency governed by a 12-member Board of Directors that is responsible for hiring the Superintendent. Since its inception in 1977, SSD has provided educational opportunities to Louisiana students with low-incidence disabilities and a variety of unique needs.
SSD operates two schools: Louisiana School for the Visually Impaired (LSVI) and Louisiana School for the Deaf (LSD). These state-operated schools provide educational programs to all eligible Louisiana students who meet the admission criteria and who are deaf or hard of hearing, blind or visually impaired, or identified as having other low-incidence disabilities. Students can enroll as residential or day students at no charge regardless of their place of residence in the state.
SSD also provides educational programs to students enrolled at privately operated, public health, and correctional facilities. These programs span across four entities: the Office of Citizens with Developmental Disabilities, the Office of Behavioral Health, the Office of Juvenile Justice, and the Department of Public Safety and Corrections.

JOB FUNCTIONS
– Increase the academic achievement level of all SSD students by working collaboratively with the Chief Academic Officer, Assistant Superintendent for Special School Programs, Director of the Louisiana School for the Deaf, and Director for the Louisiana School for the Visually Impaired.
– Facilitate a collaborative effort to review and refine SSD’s vision, mission, and beliefs to focus on developing a statewide model of excellence in serving students who are deaf or hard of hearing, blind or visually impaired, or identified as having other low-incidence disabilities.
– Develop an annual academic strategy for SSD schools anchored in high expectations and measurable growth in student performance and college and/or career attainment for all students, while understanding and celebrating what is unique about each school’s student population and tailoring school strategies with these distinctions in mind.
– Ensure an academic setting that provides students with opportunities and support to build independence and self-advocacy skills on the path to adulthood. This element is essential not only at school but also in dormitories and off-campus venues where students learn to interact with the community at large and gain invaluable work experiences.

QUALIFICATIONS
Required:
– Master’s Degree earned at a regionally accredited college or university.
– 5 years of experience in leadership, management, or school governance (state, parish, or city) as a superintendent, assistant superintendent, supervisor of instruction, principal, or assistant principal in a State-approved system, or experience certified as equivalent to any of these by the Board.
Preferred:
– Experience in a superintendent or assistant superintendent role.
– Professional experience with the deaf, hard of hearing, blind, visually impaired, and/or low-incidence disability community.

Candidates who are blind or visually impaired and/or deaf or hard of hearing are encouraged to apply for this position and may be given preference in hiring as permitted by federal laws. Information related to disability is not required, and if disclosed voluntarily, will be used only in AIDB’s efforts to create opportunities for individuals with disabilities. Non-disclosure will not subject any applicant to adverse treatment.

POSITION TITLE: PRESIDENT
Alabama Institute for Deaf and Blind – Talladega, AL
Reports to Board of Trustees

ABOUT ALABAMA INSTITUTE FOR DEAF AND BLIND (AIDB)

Founded in 1858, the Alabama Institute for Deaf and Blind (AIDB) exists to dismantle barriers, foster independence, and unlock limitless opportunities for individuals who are Deaf, Blind, DeafBlind, and multidisabled. AIDB is recognized as the world’s most comprehensive education, rehabilitation, and service system, delivering lifelong, cradle-to-career impact to more than 30,000 infants, toddlers, children, adults, seniors, and their families across all 67 Alabama counties each year.

AIDB delivers services through five primary campuses in Talladega, a statewide network of ten regional centers, comprehensive Early Intervention programs, and educational services delivered in residential, day, and outreach settings:
• Alabama School for the Blind (ASB): Accredited comprehensive K–12 residential and day educational program.
• Alabama School for the Deaf (ASD): Accredited comprehensive K–12 residential and day academic program.
• Helen Keller School of Alabama (HKS): Specialized education and therapeutic services for students who are multidisabled or DeafBlind.
• E.H. Gentry Facility: Full-service adult vocational training, evaluation, and comprehensive rehabilitation center.
• Alabama Industries for the Blind (AIB): State-of-the-art manufacturing facility and Alabama’s largest employer of adults who are Blind or Visually Impaired.
ABOUT THE ROLE

The next President of AIDB will have the opportunity to lead a historic, globally respected institution into its next chapter of innovation, excellence, and statewide impact. This executive position demands a visionary leader dedicated to advancing AIDB’s mission while shaping the future of specialized education, vocational rehabilitation, and assistive technology statewide and nationally.
This role requires a leader of strong moral character who actively establishes an organizational culture defined by transparency, mutual trust, and rigorous accountability. The President fosters an environment where faculty, staff, consumers, and students are valued, respected, and united behind a shared service mission.
Reporting directly to the Board of Trustees, the President serves as the Chief Executive Officer and highest-ranking administrative officer of AIDB. The President provides strategic leadership and operational oversight for a multi-campus, statewide enterprise supported by state and federal appropriations, commercial operations, grants, and philanthropic support.
The President leads AIDB’s specialized K–12 schools—Alabama School for the Deaf, Alabama School for the Blind, and Helen Keller School of Alabama, E.H. Gentry, a full service vocational and educational rehabilitation program serving adults who are Deaf or Blind, as well as a statewide network of regional centers, Early Intervention programs, and Alabama Industries for the Blind (AIB). The President serves as the primary statewide and national advocate for sensory disability services, fostering partnerships with legislative bodies, state agencies, educational institutions, business leaders, and consumer advocacy communities to continuously expand AIDB’s lifelong impact.
The President builds and cultivates strong relationships between AIDB, state/local governments, educational institutions, business leaders, and Deaf/Blind communities.
This position demands personal and professional integrity. The President will demonstrate sound judgement, and a commitment to ethical leadership. The successful candidate must be capable of serving as a positive role model for AIDB’s students and employees, treating all individuals with dignity and respect, and upholding the highest standards of professional conduct.
BASIC QUALIFICATIONS
• Education: Master’s degree in: Business Administration, Public Administration, Education Administration, Vocational Rehabilitation, Visual Impairment, Hearing Impairment, or Special Education.
• Administrative Experience: At least ten (10) years of progressive, senior level administrative experience within an educational institution including leadership of senior staff and responsibility for program budgets. Demonstrated student academic success and individual growth is critical.
• Fiscal Experience: Proven track record managing complex, multi-million-dollar operating budgets, navigating state legislative appropriations processes, and stewarding capital development projects.
• Sign Language Proficiency: Obtain a sign language proficiency level of INTERMEDIATE according to the AIDB evaluation system within thirty-six (36) months of employment.
• Background Check: Must successfully complete a comprehensive pre-employment background check and meet all suitability requirements for employment.

PREFERRED QUALIFICATIONS
• Terminal degree.
• Specialized training and/or experience in working with individuals who are Deaf, Blind, or DeafBlind.
• Proven experience in fundraising, philanthropy or development.
• Experience engaging with state and federal legislative bodies.
• Demonstrated success leading a multicampus, statewide or matrixed organization with diverse operating units (academic, residential, industrial/vocational).

POSITION RESPONSIBILITIES

Strategic Leadership and Governance
• Chief Executive Authority: Serve as the Chief Executive Officer, driving the strategic vision and operational excellence of AIDB, providing executive leadership and oversight across all campuses, regional centers, and affiliate entities to continuously advance the mission of AIDB.
• Board Partnership and Governance: Serve as the chief advisor to the Board of Trustees; maintain open, transparent communication grounded in candor and integrity; translate Board governance into institute-wide strategy and institutional policy.
• Institutional Transformation & Checks and Balances: Lead long-range strategic planning initiatives to expand AIDB’s reach, elevate academic rigor, drive innovation, and maintain national leadership in specialized education and sensory services. Regularly evaluate critical systems for needed process, personnel, or structural modernization; establish and uphold robust systems of checks and balances to guarantee accountability, professionalism, and statutory compliance.
• Executive Team Leadership: Recruit, mentor, and align a high-performing senior executive team; oversee organizational restructuring, executive performance evaluation, and succession planning to ensure cross-functional excellence across all divisions.

Fiscal Responsibility and Resource Development
• Fiscal Governance: Lead development and management of AIDB’s multi-million-dollar operating budget, ensuring optimal resource allocation, long-term financial sustainability, and full accountability across all divisions in accordance with applicable law, Board policy, established fiscal controls and long-term financial resilience.
• State and Federal Appropriations: Lead the strategic formulation, presentation and defense of state and federal appropriation requests; secure essential public funding and ensure strict compliance with state and federal statutory requirements.
• Capital and Revenue Management: Oversee multi-source funding models, including state/federal grants, public appropriations, fee-for-service revenue, and philanthropic contributions to support capital projects, comprehensive early intervention, rehabilitation services, and statewide programmatic expansion.
• Expenditure Approvals and Controls: Maintain administrative authority and fiduciary oversight over payroll, purchase requisitions, travel authorizations, vendor disbursements, and external agency contracts to enforce fiscal discipline.
• Audit and Fiscal Integrity: Ensure sound internal financial controls, timely auditing practices, and transparent financial reporting to the Board of Trustees, government agencies, and public oversight bodies.

Legal and Regulatory Compliance
• Statutory Oversight: Enforce institute-wide compliance with key federal and state mandates, including the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act, the Javits-Wagner-O’Day Act, and the Randolph-Sheppard Act.
• Policy Interpretation and Advocacy: Serve as the executive oversight authority, spearheading the interpretation and enforcement of all legal and regulatory mandates, ensuring institutional integrity and proactive compliance.
• Contractual Governance: Maintain executive oversight and authority over all contracts, inter-agency agreements, vendor services, and external legal instruments to protect the institution’s interests and limit liability.
• Institutional Security and Data Privacy: Oversee the legal maintenance, security, and confidentiality of all institutional records, files, data systems, and sensitive personnel/consumer information.
• Board Alignment and Risk Management: Advise the Board of Trustees on legal risks, compliance developments, and policy modifications to ensure all enterprise operations adhere strictly to established legal procedures and board policies. Mitigate risk by establishing proactive compliance protocols and robust governance policies across all campus facilities.

Institutional Administration and Operational Excellence
• Cross-Divisional Oversight: Provide unified executive governance over all K-12 academic and rehabilitative programs (Alabama School for the Deaf, Alabama School for the Blind, Helen Keller School), Adult and Rehabilitation Services, Early Intervention, Regional Centers, and Alabama Industries for the Blind (AIB).
• Continuous Program Improvement: Establish institute-wide quality assurance frameworks to continuously evaluate, elevate, and innovate instructional, residential, and vocational programs for students and consumers.
• Systems Security and Data Infrastructure: Drive the strategic modernization, maintenance, and security of enterprise data systems and infrastructure, fortifying data security and enhancing operational capabilities.
• Risk Management and Crisis Leadership: Direct institutional risk management, campus physical security, emergency preparedness, and workplace culture to ensure a safe, inclusive, and protective environment across all campuses.

External Relations and Statewide Representation
• Statewide and National Ambassadorship: Represent AIDB as its primary public spokesperson, elevating the institution’s profile, building community partnerships, and championing the needs of the Deaf, Blind, and DeafBlind communities.
• Consensus Building: Cultivate strategic relationships across state government, local municipalities, public school systems, business leaders, disability advocacy groups, and consumer organizations.
• Operational Flexibility: Travel throughout Alabama and nationally as necessary to represent the institution, engage stakeholders, and conduct official business.

Upon offer of employment, the applicant must submit to a fingerprint background check at an agency designated and paid by AIDB. This job description describes the general nature and level of work performed by employees assigned to this position. This is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities, and the employee may be required to perform other related duties as assigned.

COMPENSATION AND BENEFITS
• Salary: Negotiable – based on a competitive market analysis (260 Days). Direct Deposit required.
• Benefits:
o Health, dental, and vision insurance.
o Teachers Retirement System.
o Deferred compensation options available.
o Paid time off.
o Executive residence provided to support engagement with the AIDB community.

How to apply/deadline for application:
Join us in our commitment to creating a world without limits for the individuals we serve. Learn more about our mission and impact at www.aidb.org. Interested candidates should submit a cover letter and resume through our online portal, which can be found at www.aidb.org/careers, by October 23, 2026.

Michigan School for the Deaf (MSD) is a day and residential facility for students who are Deaf and hard of hearing. This position functions primarily as a Speech and Language Therapist with an emphasis on augmentative and alternative communication for the school portion of the Michigan School for the Deaf. MSD is seeking an imaginative, self-motivated, student-focused educator with a high level of curiosity, humility, and passion for student learning and growth. This individual will work collaboratively, as a part of a multidisciplinary team, to provide speech and language therapy services and to facilitate the consideration, trial, and implementation of AAC technology and strategies that support students. This role requires the belief that both students and adults can utilize multiple languages and communication modalities to improve educational environments and outcomes. It is anticipated and expected that all functions of this position will help to advance the mission and vision of MSD.
BASIC FUNCTION:
Collaborate with IEP teams to efficiently and adequately consider, select, trial, implement, and evaluate the effectiveness of communication technology
Reflect on current best practices, processes, and/or systems to promote AAC use in the classroom
Communicate student progress and development with parents and staff in a timely fashion
Establish a cooperative relationship with all students
Educate families and raise awareness about American Sign Language (ASL)/English bilingualism and the importance of a strong first language foundation for Deaf and hard of hearing (DHH) children
Use knowledge of curriculum, instructional expectations, and learning environments to support student engagement and growth
Provide consultation in partnership with educators, families, and students to increase independence with communication in a variety of environments and provide access to instruction
Facilitate opportunities for diverse, interprofessional collaboration to identify potential solutions, come to consensus, and support student and educator growth
Design and deliver engaging and informative job-embedded supports (e.g., coaching, PLC, workshops, training sessions) for families and teachers
Design and implement therapeutic intervention strategies
Maintain student records and progress notes.
Participate in IEPs addendums, REEDs, parent/teacher conferences
Prepare reports and prepares documents related to the work such as speech evaluations, IEP reports, individual goals and objectives and progress reports.
Maintain awareness of technology innovations to inform future technology applications and purchases
Maintain a personal professional development agenda to ensure the acquisition of knowledge and skills about new developments in learning, coaching, and technology as they become available
Demonstrate effective skills in evaluating and providing services to students who demonstrate one or more of the following communication delays that adversely affects educational performance:
Articulation impairment
Voice impairment
Inappropriate language functioning for the child’s age in the areas of phonology, morphology, syntax, semantics, or pragmatic use of aural/oral language
QUALIFICATIONS:
Possession of a Master’s Degree in Communication Sciences and Disorders.
Certificate of Clinical Competence from the American Speech-Language Hearing Association (ASHA) and a State License in Speech Pathology is required for all levels.
Clinical Fellows (CF’s) are welcome to apply.
Experience with AAC technology is preferred. MSD is willing to pay for training.
Sign Language is preferred, but not required for hire. MSD will provide ASL classes.
DESIRED QUALIFICATIONS:
Strong interpersonal, written, and communication skills
Embrace a team-based collaborative approach focused on building the capacity and knowledge of all stakeholders
Knowledgeable of special education laws, including but not limited to the Individuals with Disabilities Education Act (IDEA)

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.