The Tennessee Schools for the Deaf (TSD) seeks a proven, mission-driven leader
with a strong record of service to deaf and hard-of-hearing students. The Director of
Schools and oversees all operations, personnel, and strategic planning across three
campuses, Knoxville, Nashville, and Jackson, leading TSD to be a statewide a

The Position:

Lexington School for the Deaf seeks a transformative and visionary Superintendent who is deeply committed to advancing the educational and individual development of Deaf and Hard of Hearing students in New York City. This leader will be crucial in driving Lexington’s mission forward, ensuring it remains a premier institution for Deaf education while addressing the unique challenges and opportunities within its diverse community. With a deep understanding of Deaf culture and fluency in American Sign Language (ASL), the ideal candidate will inspire and lead a dynamic, multicultural school environment.

As the face of our organization, the Superintendent works closely with the Board of Trustees, various government agencies, and the public to ensure tight alignment of Lexington’s operations with Lexington’s mission and vision. This position reports directly to the Board of Trustees on such matters as prescribed by the By-Laws of Lexington School and Center for the Deaf and on matters of special instructions as may be given by the Board of Trustees through its CO- Presidents The Superintendent is charged with providing strong leadership and managing/supervising multiple functions including but not limited to finance, information technology operations, education instruction, policy development, and outreach, with responsibility for providing monthly reports to the Board of Trustees.

Positions reporting to the Superintendent include, but are not limited to, the School Principals, the Chief Financial Officer (CFO), the Director of Pupil Personnel Services, the Director of Human Resources and Operations (HR), and the Directors of the Agencies.

Specific Responsibilities:

Organization-Wide

• Serve as the organization’s visionary and strategic leader in anticipating and analyzing trends in the field of deaf education and child/adult and family services.
• Serve as chief liaison with other 4201 schools, the 4201 Schools Association, the State Education Department (SED), the Board of Trustees, and the public.
• Serve as a liaison with educational and labor counsels.
• Develop and implement strategic plans to expand the base and scope of Lexington School and agency programs as expressed in the Mission Statement, thereby enhancing Lexington’s reputation as a leader in providing educational and other services to deaf and hard of hearing individuals at the local, state and national levels.
• Strengthen the educational program while developing and executing long-range plans to achieve the mission and vision of Lexington School for the Deaf and its affiliates.
• Develop personnel practices and procedures, including those not covered under the Collective Bargaining Agreement (CBA), and recommend policies for Board consideration.
• With the Chief Financial Officer (CFO) and approval of the Board’s Finance Committee, prepare and administer an annual budget for all Lexington entities that ensures their financial stability.
• Foster relationships between the School, the Center, government agencies and the public.
• Represent the Lexington Organization externally, with responsibility for developing key relationships that engage leadership, building philanthropic support and producing revenue and program opportunities. Develop and direct fundraising strategies and activities to maintain and to expand revenue from government (federal, state, and local) and private sectors.

School

• Provide creative thinking, educational expertise, and leadership to enhance, improve, and expand Lexington School’s academic programs and curriculum.
• Develop and implement annual and long-term programmatic and operational goals and objectives for Lexington School for the Deaf and its affiliates. Measure and evaluate the successful achievement of these goals and objectives.
• Foster and maintain a productive and collaborative relationship with the Lexington School Teacher Association, including functioning as the lead negotiator for the CBA with the assistance of counsel.
• Develop and oversee the School’s public relations program and activities and welcome and orient VIPs to the School.
• Maintain the school’s accreditation with the New York State Education Department, the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD), and the New York State Association of Independent Schools (NYSAIS).

Affiliates

• Develop and implement annual and long term programmatic and operational goals and objectives for the affiliates of Lexington School for the Deaf. Measure and evaluate the successful achievement of these goals and objectives.

Board of Trustees

• Coordinate and administer board activities as requested by the Board of Trustees through its Co-Presidents.
• When and as necessary, work collaboratively with the board and staff to reorganize the organization’s structure and the office of the Superintendent so as to position the organization to grow and thrive.
• Ensure compliance with board policies and directives and all applicable laws and regulations.
• Formulate and recommend prospective policy for board consideration.
• Participate in regular meetings with the Co-Presidents of the Board of Trustees.
• Other duties and responsibilities assigned by the Board of Trustees.

Personal Development

• Continue personal professional growth through participation in educational programs or activities related to management skills, business acumen, communication skills, governmental programs and other programs related to education and trends in deaf education, special education, and related fields.

Qualifications:

Required Qualifications

• Minimum of Masters Degree (MA) in Deaf Education (PhD preferred) or other relevant advanced degree.
• Eligibility for New York State School Building Leader Certification.
• Demonstrated experience as a Superintendent, Principal, or Executive Director, preferably in a school for deaf or special needs students.
• Fluency in American Sign Language.
• Knowledge of Deaf Culture needs and issues.

Preferred Qualifications

• Knowledge of social service programs for the deaf and hard of hearing.
• Strong leadership skills, with the ability to manage and supervise multiple functions.
• Knowledge of curriculum and principles of learning.
• Membership in professional organizations that enhance personal prestige and the prestige of the School and Center.

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

• An experienced and highly professional to support executive-level operations.
• Coordinating administrative activities, managing sensitive communication and serving as a primary liaison with internal and external stakeholders.
• Coordinate communications between board members, administrator, staff and the public, government agencies, and community partners.
• Attend Board meetings to gather and relay information; prepare correspondence, briefing, and reports.
• Handle confidential, sensitive, and political matters with professionalism and discretion.
• Research, analyze, and compile data to support decision-making and problem resolution.
• Coordinate office functions, timelines, special projects, and committee activities.
• Draft, format, and produce official documents, including executive and legal communications.
• Administrative Assistant support to Outreach staff as assigned from Outreach Director.
• Complete other Duties as assigned.
• Weekly hours 32-36 hrs.
• Twelve Month Position.
• See more details on IESDB website

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 hearing impaired 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”.

We are now interviewing for CAMP COUNSELOR, CAMP COUNSELOR AIDE, TEAM LEADER, WATERFRONT DIRECTOR, ASSISTANT WATERFRONT DIRECTOR, REGISTERED NURSE, and more!

MINIMUM REQUIREMENTS

Applicants must have a minimum High School diploma.
Sign Language communication skills.
Prior experience in education, childcare and/or counseling with deaf and hard of hearing children. Prior camp experience preferred.
Minimum age recommended is 21.

Provides speech, voice and hearing therapy for students with communicative disorders; designs and implements appropriate remedial therapy programs for Deaf and Hard of Hearing.
Administers and assess diagnostic evaluations for speech, voice and language disorders to students at the Kentucky School for the Deaf with communicative disorders.
Interprets test results and makes recommendations. Makes referrals to appropriate sources. Prepares reports of test results and recommendations and interprets and documents results. Serves as a member of various school teams including the Admissions and Release Committees (ARCs).
Collect, maintain and report diagnostic and progress monitoring data. Prepare reports and forms required by district policy and Special Education statues and regulations. Maintain compliance with all local, state and federal regulations and follow established Special Education program policies and procedures.
Assist in development and implementation of Individual Education Programs (IEP). Monitor IEP goals and objectives for speech and language therapy. Collaborate with classroom teachers and other related services providers in developing speech and language skills with students.
Maintain professional awareness of current literature related to providing speech and language therapy to Deaf and Hard of Hearing students.
Performs other duties as assigned.
Minimum Requirements:
• Must have Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) or Speech-Language Pathology Clinical Fellowship (SLPCF).
• Must have valid Kentucky Teaching Certification issued by the Kentucky Educational Professional Standards Board (EPSB)
• Speech Language Pathology License issued by the Kentucky Board of Speech Language Pathology and Audiology.
Knowledge of:
• Proficiency in ASL is preferred. Please note the selected candidate is expected to attain a Sign Language Proficiency Interview (SLPI) rating of Intermediate is within four years of employment.
• Experience in Deaf/Hard of Hearing Education is preferred

As the Director of Student Life (Human Svcs V), you will be performing and/or directing duties associated with the Residential Programming for deaf, hard of hearing, and deafblind students at the North Dakota School for the Deaf/Resource Center. You must have gained a higher level of knowledge of the structure and mission of the agency or of Deaf Schools in general. You must also have experiences to perform, more complex case management, program development, crisis intervention, and counseling. This position requires managing the work of others. Work at this level involves a comprehensive understanding of all basic, intermediate, and advanced services and programs being provided with the agency. The work is multi-disciplinary, and assignments address complex issues, problems, and/or systems. To succeed in this position, you will need to be highly organized, able to manage your time and priorities effectively, and be highly skilled in thinking critically.

• Conducts psychological and educational assessments to identify students’ needs.
• Administers and interprets a variety of standardized tests and measures.
• Evaluates cognitive, emotional, and social aspects of students’ development.
• Provides individual and group counseling to students to address emotional, social, and behavioral issues.
• Develops and implements intervention strategies to support students’ academic and personal growth.
• Monitors progress and adjust interventions as necessary.
• Collaborates with parents to understand students’ needs and provide guidance on how to support their children at home.
• Participates in multidisciplinary team meetings to support the development of Individualized Education Programs (IEPs) for students with special needs
• Responds to and manages school crises, providing immediate support and interventions.
• Provides training to teachers, staff, and parents on topics related to child development, learning, and behavior management.
• Stays current with developments in the field of school psychology and maintain professional credentials.
• Maintains accurate and confidential records of assessments, interventions, and progress.
• Prepares detailed reports and provides documentation as required by school policies and regulations.
• Performs other duties as assigned.
Minimum Requirements:
• Must hold valid Kentucky Teaching Certification Kentucky Educational Professional Standards Board
• Must hold valid Certification as a School Psychologist in Kentucky
• Three (3) years of experience working as a School Psychologist

Knowledge of:
• Proficiency in ASL is preferred. Please note the selected candidate is expected to attain a Sign Language Proficiency Interview (SLPI) rating of Intermediate is within four years of employment.
• Experience in Deaf/Hard of Hearing Education is preferred

Superintendent of Prestigious school for the deaf in New York City. Oversees programs from infancy through high school. Visionary leader needed to guide the school forward. Must be fluent in ASL. Amazing opportunity for a proven leader in deaf education.

ESSENTIAL DUTIES AND MINIMUM RESPONSIBILITIES
• Foster and maintain strong working relationships and high expectations across all three campuses;
• Demonstrate a passion for and commitment to providing excellent learning opportunities for deaf and hard of hearing students;
• Foster and maintain effective communication and relationships with students, staff, parents, community members, and state
and national organizations;
• Execute strategies to improve student achievement for all students;
• Identify critical needs and effectively lead change to improve outcomes;
• Analyze performance data to identify trends and insights leading to actionable strategies and/or tactics;
• Raise community and district awareness of services provided across the three campuses to provide services as early as possible;
• Regularly visit schools and classrooms to gauge progress and provide actionable feedback;
• Hold regular, effective leadership meetings;
• Provide regular feedback to direct reports and monitor progress toward goals.
PREFERRED QUALIFICATIONS
• Exhibit personal characteristics enabling effective interaction with important constituencies and possess a genuine
commitment to the advancement of student achievement;
• Demonstrate a track record of driving organizations towards excellence that can be sustained over time;
• Possess knowledge of current and future policy issues;
• Exhibit strong negotiating strategies and the ability to work effectively with local and national leadership counterparts;
• Proficiency in American Sign Language
• Possess excellent organizational skills, presentation and written communications skills, and the ability to articulate the needs,
interests, and accomplishments of the schools to a wide range of audiences;
• Demonstrate the ability to work independently, take initiative, manage multiple projects simultaneously, meet deadlines, and
adapt to ever-changing priorities;
• Exhibit dedication to cultivating a positive workplace culture;
• Show commitment to communicating regularly with parents and other community stakeholders, seeking their support and
advice, to create a cooperative relationship for student support.
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MINIMUM REQUIREMENTS
• Master’s degree in education, educational administration, curriculum/instruction or a related area from an accredited college
or university is required with a strong emphasis on data-informed instruction that raises student achievement as measured by
standardized test scores;
• Five years of successful teaching experience with students on Individualized Education Programs (IEP); deaf education
experience preferred;
• Three years of demonstrated successful administrative/supervisory experience in a school setting required; deaf and/or
residential schools preferred;
• Experience at the district level leading in roles like an instructional supervisor or instructional coach preferred.