Collaborate with the Principal and other administrators to develop and implement policies, procedures, and programs that support the academic, social, and emotional development of Deaf and hard-of-hearing students.

Provide guidance and support to students, parents, and staff to address individual needs, behavior management, and academic progress. Foster a supportive and inclusive school climate where all students feel valued and respected.

Work with the Principal, teachers, and other specialists to ensure that instructional programs are aligned with state standards, curriculum frameworks, and best practices for Deaf education.

Monitor the implementation of effective teaching strategies and interventions to support student learning.

Foster positive relationships with parents, families, and community stakeholders to promote open communication, collaboration, and involvement in the school community. Organize outreach events, workshops, and informational sessions to support parent engagement and involvement in their child’s education.

Collect, analyze, and use data to monitor student progress, identify areas for improvement, and make data-driven decisions to enhance student achievement. Use assessment data to develop action plans, set goals, and track outcomes related to student learning and growth.

Design, develop, and implement comprehensive professional development programs based on the needs assessment of teachers, staff, and school leadership.

Ensure compliance with state and federal special education laws, regulations, policies and mandates.

Collaborate with residential Director of Student Life to develop and implement policies, procedures, and guidelines for dormitory life, including student schedules, routines, and expectations.

Conduct regular walkthroughs and inspections of residential facilities to ensure compliance with safety regulations, cleanliness standards, and maintenance protocols.

Supervise and evaluate staff.

Serve as District Assessment Coordinator.

Performs other duties as assigned.

KNOWLEDGE OF:
• Evidence-based instructional strategies for Deaf education.
• Universal Design for Learning (UDL) principles to create inclusive and accessible learning environments for diverse learners.
• Differentiated instruction to meet the varied needs, preferences, and learning styles of Deaf and hard-of-hearing students.
• Assessment tools and strategies for evaluating the academic, linguistic, and social-emotional development of Deaf students.
• Ability to analyze assessment data, progress monitoring results, and student performance indicators to inform instructional decision-making and goal setting.
• Knowledge of best practices for conducting assessments in accessible formats and providing accommodations for deaf learners.

MINIMUM REQUIREMENTS:
• Must have Professional Certificate for Instructional Leadership- Principal for all Grades, Level 2.
• Experience in Deaf/Hard of Hearing education.
• Required SLPI Level- Advanced.

TERMS OF EMPLOYMENT

Length of position: 12 months per year

Hours: 8 AM – 5 PM

SUMMARY

The Supervisor of Family and Student Advocacy Services will be responsible for the Family and Student Advocacy Services Department under Student Support Services in advocating for the needs of families and students within our community. The ideal candidate will have a strong background in social services, exceptional leadership skills, and a deep commitment to empowering individuals to navigate and access resources effectively.

This position requires good interpersonal and organizational skills, strong ethical practices, and the ability to communicate effectively as a Supervisor and has administrative control over family and student advocacy services, reporting directly to the Director of Student Support Services.

ESSENTIAL FUNCTIONS

Lead and supervise a team of family and student advocates, providing guidance, support, and mentorship to ensure the delivery of high-quality advocacy services.
Develop and implement advocacy strategies and initiatives to address the diverse needs of families and students, including but not limited to education, healthcare, housing, and social services.
Collaborate with community organizations, schools, government agencies, and other stakeholders to identify resources, opportunities, and solutions for families and students facing various challenges.
Provide direct advocacy support to families and students, including conducting assessments, developing action plans, and advocating on their behalf with relevant agencies and institutions.
Monitor and evaluate the effectiveness of advocacy programs and services, collect data, and prepare reports to track outcomes and inform program improvement.
Stay informed about relevant policies, regulations, and trends in the field of family and student advocacy, and ensure compliance with all legal and ethical standards.
Represent the organization in meetings, conferences, and other events related to family and student advocacy, and serve as a spokesperson for our mission and values.
Completes other duties as assigned.

QUALIFICATIONS REQUIRED

Bachelor’s degree in social work, psychology, counseling, or a related field
Five years-experience in social services, advocacy, or related roles
At least two years in a supervisory or leadership capacity in the relevant field
Strong understanding of issues affecting families and students, including poverty, homelessness, mental health, and educational disparities
Excellent communication, interpersonal, and conflict resolution skills, with the ability to build rapport and establish trust with diverse populations
Demonstrated ability to develop and implement advocacy strategies, manage multiple priorities, and work effectively in a fast-paced environment
Proficiency in Microsoft Office Suite and other relevant software applications
Valid driver’s license and reliable transportation required
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Sign Language Proficiency Interview (SLPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

QUALIFICATIONS DESIRED

Master’s degree in a related social service field from an accredited college or university
Three or more years of experience in supervision of staff
Five years-experience as a social worker, case manager, or family liaison in a school environment
Experience working with deaf individuals (including children)
Experience working with school and community stakeholders and agencies to coordinate services

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES

Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

SUPERVISOR

Director of Student Support Services

MILITARY OCCUPATION SPECIALTY (MOS) CODE:

Program Supervisor VI, See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement.pdf

JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the KSTAR Teacher is to teach young deaf and hard-of-hearing adults 18-21, enrolled in the KSTAR program. KSTAR offers specialized programming for students who have completed the requirements necessary for obtaining their high school diploma. The program curriculum is transition-focused with community-based work instruction including but not limited to independent living, career and employment, and college and/or technical training.
Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Develop and implement individual student goals, instruction, and schedules.
● Track students’ instruction, activities, and progress; coordinate student schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Complete individual student skills and/or individual performance checklist(s).
● Complete person-centered planning with students.
● Collaborate with principal, transition coordinator, career teacher, student life dean, and apartment coordinator.
● Provide instructional direction and supervise job coaches, including but not limited to assigning activities, providing guidance and instructional oversight; and coordinating job coach schedules.
● Share the KSTAR Program with seniors throughout the State.
● Develop business partnerships; seeks community and work opportunities for students.
Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to eff ectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.
Attend all required meetings; use appropriate communication skills.
MINIMUM REQUIREMENTS: Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12); Kansas Certifi cation by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI).
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.
SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the Elementary Teacher is to teach deaf and hard-of-hearing children in an accessible and inclusive learning environment.
Instructional Activities:
● Teach deaf and hard-of-hearing students, including those with moderate to severe disabilities, at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
● Plan, prepare, and deliver lessons according to the student’s abilities and educational needs; differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for learning activities; follow school improvement goals and plans.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books; contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Collaborate with staff , parent(s)/legal guardian(s), and external agencies to ensure appropriate services are provided.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Complete and turn in all student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned, to the designated individual, by the due date, to maintain current and accurate school records as mandated by the State.
● Provide instructional direction to paraprofessional support staff , including but not limited to assigning activities, providing guidance, and instructional oversight.
Communication:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to eff ectively communicate with all D/HH individuals.
● Use appropriate, professional terms when discussing students, their strengths, and areas of concern or opportunities for growth.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Promote a positive work environment by having appropriate on and off-campus interactions with students and their parent(s)/legal guardian(s).
● Work with Bilingual Specialist to improve skills to an appropriate level in the assigned area.
● Conform to school communication policies.
● All other duties as assigned.
Attend all required meetings; use appropriate communication skills.
MINIMUM REQUIREMENTS: Bachelor’s degree in Education; Endorsement in Deaf Education and/or Hard of Hearing (PreK-12), Bilingual Education (as applicable), Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI).
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs, bilingual methodology, ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children; ability to be a positive role model.
SPECIAL REQUIREMENTS: All off ers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

The Special Education Coordinator at Metro Deaf School is responsible for ensuring full compliance with all federal (IDEA) and state (Minnesota Department of Education) regulations related to special education. This role provides leadership, training, and direct support in the areas of IEP development, evaluations, procedural compliance, and staff mentorship. The Special Education Coordinator serves as a liaison between staff, families, school districts, and external agencies.

JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the Secondary P.E. Teacher is to plan and implement lessons and instruct and guide deaf and hard-of-hearing students at the secondary level. Frequent communication with students and staff is essential to the success of this position.
Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Plan, prepare, and deliver lessons according to student abilities and educational needs;
differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for all learning activities.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Develop and implement individual student goals, instruction, and schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Follow school improvement goals and plans.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.
Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to eff ectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.
Attend all required meetings; use appropriate communication skills.
MINIMUM REQUIREMENTS: Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12) and/or Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)
Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.
SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

JOB DESCRIPTION: (Detailed Position Description provided upon request)
This position is part of a multidisciplinary Outreach Team that provides services and resources to support children who are deaf and hard of hearing (DHH) via direct and/or consultative services for the families, early intervention programs, school districts, and professionals who serve them. Evidence-based practices in bilingual deaf education are emphasized. This position will conduct consultations, observations, and/or evaluations for students receiving Outreach services, including Language Assessment Program (LAP) evaluations. LAP evaluations assess, monitor, and track language developmental milestones in American Sign Language (ASL) and/or English of children from birth through age 8 who are DHH. This position will complete all scheduled reports, including, but not limited to, language assessment program evaluations, and others as assigned by the specifi ed due date to maintain current records. They will also interpret evaluations, assessments, and therapy progress/prognoses to parents, students, staff , and other authorized personnel and participate in IFSP, IEP, and student team meetings as needed. Additional duties may include providing consultative support, early intervention services, and resources for DHH children ages 3-21 and presenting at and participating in training and conferences.
This position requires travel throughout Kansas and may require overnight stays. Requires
flexibility in working hours. Applicants do not need to live in the Kansas City metro area to be eligible for this job.
Attend all required meetings; use appropriate communication skills.
REQUIRED COMPETENCIES:
● Hold valid licensure as an Early Childhood Special Educator, Early Childhood Unified, Teacher of the Deaf or Speech-Language Pathologist (related fields may be considered)
● Proficiency in ASL and written English (ASL and English skills will be assessed)
● Knowledge and/or experience in working with children who are DHH
● Knowledge of educational law and guidelines applying to IDEA
● Knowledge of evaluation and assessment procedures, testing protocols, communication modes/methods, and language development for DHH children
● Able to work collaboratively with professionals from different disciplines, families and/or caregivers, and service providers
Preferred COMPETENCIES:
● Proficiency in other languages and/or sign systems
● Knowledge and/or experience in working with children who have multiple disabilities
● Understand language milestones/language development in ASL and English in children from birth through age 8, and be able to identify subtleties/approximations of language presented by the child
SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are conducted through the Kansas Bureau of Investigation, Backgrounds Plus, the Kansas Department of Children and Families, and the Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment) must be completed by a medical provider at the employee’s expense, along with a health certificate.

General Position Summary – This position directs and manages all functions of the Michigan School for the Deaf (MSD) campus including direct programs and services to MSD students, statewide outreach services to students of the deaf or hard of hearing community, campus central office functions, and facility maintenance. Additionally, this position also manages and facilitates all MSD communication between intermediate school districts (ISD), local school districts, student’s parents and the deaf and hard of hearing communities and serves as the point of contact for the Office of Special Education (OSE). Lastly, this position oversees the residential programming at MSD. This position serves as a second-line professional manager, supervising the School Principal 14, Departmental Analyst 12 (HR Liaison), Departmental Manager 14 (Youth Dorm Manager), and Department Manager 13(Business Manager).

https://mcsc.state.mi.us/AgencyPDFs/MSDSAM15.pdf

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

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

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

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

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

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

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

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

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

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

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

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

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

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