Under the general direction of the Executive Director of Educational Services, provides administration and oversight of the state-operated Marie H. Katzenbach School for the Deaf (Katzenbach School) all while ensuring this day and residential education facility provides instruction for auditorily impaired students in the following areas: early intervention, preschool through high school, as well as vocational education designed to meet the needs of deaf and hard of hearing students; provides direction for the provision of outreach services throughout the state in accordance with the school’s mission; leads the school in meeting entrepreneurial objectives including but not limited to collaborative efforts with other educational and state agencies and organizations.
Education Graduation from an accredited college or university with a Master’s degree in Education or a related field. Must possess or be eligible for New Jersey certification as a school administrator. Proficiency in American Sign Language (ASL), or a commitment to learn American Sign Language within two (2) years.
Experience A minimum of eight (8) years of employment in educational programs, experience with deaf and hard of hearing students, Pre-K-12 preferred. Demonstrated experience in management of educational programs, supervision of staff, operation of school facilities, and development of comprehensive budgets. Demonstrated organizational, management, and interpersonal skills.
Preferred Education/Experience
Doctorate degree in Education; knowledge of components of deaf culture relative to sign language, residential life, as well as the unique needs of the deaf community; knowledge of the Individuals with Disabilities Educational Act (IDEA).

Plan, prepare and deliver instructional activities that facilitate active learning experiences aligned to Kentucky Academic Standards for Mathematics.

Maintain lesson plans & formative assessment data.

Create and maintain a classroom environment that is conducive to learning.

Provide a variety of learning materials and resources for use in educational activities.

Identify and select different instructional resources and methods to meet students’ varying needs.

Use relevant technology to support instruction.

Maintain accurate and complete records of students’ progress and development as required by law, District policy, and administrative regulation.

Prepare required reports on students and activities.

Manage student behavior in the classroom by establishing and enforcing rules and procedures.

Supervise students and maintain discipline in accordance with the rules and disciplinary systems of the school.

Attends staff meetings, serves on staff committees, and supports extracurricular activities.

Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs.

Keep updated with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities.

Completes all training and other compliance requirements as assigned by the designated deadline.

Performs other duties as assigned by supervisor.

Desired Qualifications:
Successful experience as a Mathematics Teacher and/or University mathematics instructor/lecturer.

MINIMUM REQUIREMENTS:

Must have valid Kentucky Teaching Certification in mathematics for grades 5-9. Proficiency in ASL preferred. Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

POSITION SUMMARY:

Assumes responsibility for assisting the Secondary Principal with supervising students and staff, assisting the Secondary Principal with implementing and managing the policies, regulations, and procedures of the School to ensure that all students meet and exceed the Massachusetts Curriculum Frameworks. Inherent in the position are the responsibilities for supporting our students’ social emotional development, supervision of classroom assistants, curriculum development, and program evaluation.

FUNCTIONS AND RESPONSIBILITIES:

Establish and promote high standards and expectations for all students and staff for academic performance, social emotional development and personal growth.
Organize, manage, evaluate, and supervise effective and clear procedures for the functioning of assigned grades, consistent with operations of the school, including instructional programs in the MA Curriculum Frameworks, personnel management, and community relations.

Ensure effective collaboration with families, LEA’s and other representative agencies.
Collaborate and assist in IEP planning, development, and running IEP meetings in the Secondary Department.

Work with other TLC programs (i.e. Walden School, ECC, Elementary) to ensure communication, academic planning, and transition. Work collaboratively with TLC Specialists and Clinicians.

Work closely with students, teachers and school staff, and families to help students meet classroom and community expectations, and understand the impact of their actions.

Provide director supervision of all classroom assistants in the department through classroom observations and regularly scheduled meetings.

Assist the Secondary Principal in establishing class schedules for the school.

Assist with administrative functions of the school as assigned by the Secondary Principal, including facilities management and scheduling, student activities, school safety and security, emergency procedures, field trips, assembly and special programs, and other areas.

Maintain student and staff confidentiality.

Ensure sensitivity to cultural differences within the school community.

Assist in the recruitment, selection and recommendation of staff in the department.
In the absence of the Secondary Principal, oversee all operations of the Secondary Department.

**May be required to drive students on field trips and/or to mainstreaming classes. Additional driving responsibilities as needed.

**Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. If the opening for which you are applying will require more strenuous physical activity, the unique needs will be discussed at the time of interview.

*Perform other tasks as assigned by the Department Supervisor.
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

REQUIREMENTS:

Licensed by Massachusetts DESE as a Principal, Teacher of the Deaf or related licensure field (or willingness to become licensed)

Master’s degree in content area or related field

Effective communication and interpersonal skills

Minimum of 5 years experience as a Teacher in an educational classroom

Leadership skills and mature judgment with the ability to demonstrate creativity and initiative

Experience or knowledge of working with Deaf or hard of hearing students with additional disabilities

Enthusiasm and interpersonal skills to relate well with students, staff, administration, families, and the community

Knowledge of educational technology and able to support staff use of technology in the classroom

Excellent organizational skills and the ability to motivate people

Fluency in American Sign Language required, with native, or near-native ASL fluency preferred

Written English language competency

Ability to work effectively as part of an educational team

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.

In alignment with the expectations of the Commissioner and Kentucky Board of Education, the Principal will:

• Lead, guide, and direct every member of the administrative, instructional, and support services teams in setting and achieving the highest standards of excellence in educational programs and operating systems.
• Be responsible for a system of supervision and evaluation for all staff.
• Administer and oversee the use of all facilities, property, and funds in the best interests of students and the school. Participate in budget development and submit reports to the Kentucky Board of Education/Kentucky Department of Education.
• Coordinate instructional and curriculum development activities and coordinate school activities with related agencies such as colleges and universities, career and technical education and vocational rehabilitation.
• Oversee the residential student development program staff in program development and implementation.
• Oversee the food service program.
• Coordinate extra-curricular programs and extended classroom instruction in cooperation with the Student Development Supervisor/Director of Student Life.
• Assist in training of staff.
• Develop, implement, and monitor policies and procedures.
• Attend school meetings and other meetings, special events, and school-sponsored programs representing the school, work with parents/families, community groups and other education partners.
• Perform other duties as assigned.
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.

This position will support students and staff to ensure the development and implementation of a bilingual educational program for Deaf students in a language accessible environment as well as the provision of an enriched bicultural environment conducive to the development of the optimal social and emotional growth of Deaf students. This position will support the provision of a language enriched environment through the use of American Sign Language, printed word and visual supports to meet the varied needs of Deaf students throughout our school birth – 21 with an emphasis on those that need literacy intervention.

This position primarily provides literacy intervention to students through both direct services as well as training and consultation for teachers, and assessment of students reading ability. In addition, provide support to the classroom teachers in utilizing and implementing appropriate reading programs, provide support through team teaching and coaching to classroom teachers to promote effective reading instruction, and provide information to classroom teachers of best known practices in Reading instruction that supports College- and Career-Ready Standards and bilingual education.

This position will ensure equity and unbiased practices are implemented in the classroom and throughout the system of curriculum and instruction.

Under supervision of the Principal, works with oversight from a Work Experience Coordinator to coordinate the work experience program for high school and 4Plus (transition program) students.

Duties:

• Provide job training for students and work collaboratively with the ISD staff to ensure that students receive appropriate services
• Assess students for work readiness skills. Match student needs, skills, and interested with available job opportunities
• Work with students 1:1 or in small groups to develop skills needed to obtain/maintain employment such as job searches, applications, resume construction, interview skills, etc.
• Develop and maintain positive partnerships with community businesses and agencies, and assist with accommodation guidelines outlined in the Americans with Disabilities Act and other laws/policies.
• Contact employers and develop community-based opportunities for students to job shadow, have exploratory job placements and long-term work experiences
• Connect regularly with job site supervisors to ensure successful work experience placements, resolve problems that may arise, and to monitor students in the field.
• Be available as first point of contact for and provide input to students, staff, and parents for report cards and at IEP meetings (outside of normal working hours if necessary).
• Work cooperatively with ISD staff to develop appropriate learning targets, coordinate scheduling/transportation.
• Maintain a database of work experience sites with relevant details of employment positions.

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.

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.

13 Teaching vacancies will be filled 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 ASL/World Language Teacher
Full-Time Art Teacher
Full-Time High School Social Studies Teacher
Full-Time Third Grade Teacher
Full-Time Middle School Math

TERMS OF EMPLOYMENT
Length of position: 12 months per year
Hours: 8 AM – 5 PM

GENERAL DESCRIPTION
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. This position serves as the Supervisor of Family and Student Advocacy Services 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 Signed Communication Proficiency Interview (SCPI) 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

It is the Texas School for the Deaf’s (TSD) policy to provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability, genetic information, political affiliation or belief, or any other characteristic protected by state, federal, or local law. TSD expressly prohibits any form of workplace discrimination or harassment based on any of these characteristics. Retaliation against individuals who oppose unlawful discrimination or participate in an employment discrimination proceeding is also prohibited. This policy applies to all terms and conditions of employment, including hiring, firing, promotions, training, wages, and benefits. In addition to federal law requirements, TSD complies with applicable state and local laws governing nondiscrimination in employment.

Primary Function:
The Principal is an instructional leader for the education program at Iowa School for the Deaf (ISD) which serves students pre-school through transition to adult life. The Principal works collaboratively with other administrators and the Superintendent to provide a comprehensive educational program for students. The Principal is the direct line administrative authority and professional leader of the department’s staff and students. Responsibilities include leadership of education programs, coordination of academic activities, and collaboration with other departments in order to provide quality education for all students.

Typical Duties and Responsibilities:
• Provides instructional and curricular leadership to department staff.
• Provides leadership to the School Improvement Team process including implementation of strategic initiatives for enhancing student progress.
• Provides leadership in the collection, analysis and reporting of student performance data.
• Provides leadership in evaluating the effectiveness of programs and services.
• Reviews and evaluates the effectiveness of each staff member and coaches for improved performance.
• Works with the Director of Human Resources in the recruiting and hiring of teachers.
• Leads in the coordination and monitoring of special education procedures and the IEP and/or Transition Plan process.
• Leads in the coordination and monitoring of the provisions of a language rich environment.
• Works in cooperation with the other ISD administrative personnel in the campus wide coordination of services and student activities.
• Work in partnership with the various school districts and Area Education Agencies in the provision of services including integrated experiences for students.
• Develops, reviews, and implements programs to accommodate a varied student population and leads the development and implementation of the Iowa Core and Expanded Core Curriculums.
• Assumes overall responsibility for the scheduling of classes, evaluation, promotion, and progress of students in the department.
• Provides overall development and management of the departmental budget.
• Coordinates support services, such as speech therapy, audiology and other services.
• Collaborates with other educational administrators to leads professional development in collaboration with a team and assists staff in developing and implementing individual professional development plans utilizing the Iowa Professional Development Model.
• Facilitates implementation of the School’s Policies and Procedures.
• Coordinates practicum and student teaching programs.
• Performs other duties as assigned.

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 in attaining IEP goals.
-Plan, prepare and deliver lessons according to students’ 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.
-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.

Communication Skills:
-Use appropriate ASL/English communication skills students and their parent(s)/legal guardian(s), staff, and the public in order to effectively communicate with all D/HH individuals.
-Communicate appropriately and confidentially discussing students, their strengths and areas of concern or opportunities for growth.
-Promote a positive work environment by having appropriate on and off-campus interactions with students and their parent(s)/legal guardian(s).

Written Reports:
-Complete all required student evaluations, lesson plans, sub plans, IEPs, comprehensive evaluations, grade cards, and other written reports as assigned, by the due date.

MINIMUM REQUIREMENTS: Bachelor’s degree in Deaf and/or Hard of Hearing Education (7-12). A degree or endorsement in Physical Education is preferred. 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. Ability to obtain Kansas Certification by KSDE in appropriate teaching areas (7-12). ASL/English assessments will be given during the interview process.

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 health certificate must be completed by a medical provider at the cost of the employee.