THE AMERICAN SCHOOL FOR THE DEAF
ANNOUNCES AN OPENING FOR
COMPLIANCE OFFICER

CLOSING DATE: Until filled
REV: 01/25/2024
POST: 01/25/2024

The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth, and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners.

ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list, then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone.

Purpose:
Reporting directly to the Chief Financial Officer with a dotted line reporting to the Board of Directors Audit Committee, the Compliance Officer provides direction and oversight of the school Compliance Program. In addition, the Compliance Officer serves as the schools’ internal control point for ethics, improprieties, allegations, investigations, complaints, risk assessment and conflicts of interest.

Key responsibilities include but are not limited to the following topics:
Confidential Investigations; School Policy Review including both Employee and Student policies; Contract Review; Employee Ethics and Compliance Training; and on-going Enterprise Risk Assessment.
Serves as the school subject matter expert on same.

Specifically, the Compliance Officer:

• Is the initial contact on all allegations of abuse / neglect reported within the school; conducts or supervises confidential employee investigations from initial compliant through closure of incident, keeping Human Resources and Executive Leadership appraised of all key findings. Responsible for all written summaries required by the Connecticut Department of Children and Families (“DCF”), the New York Justice Center (NYJC), and any/all other investigative agencies required.
• Has a deep understanding of the Office of Civil Rights (OCR) and Title IX. Policy, training and education of same is required. Serves as the identified Title IX Coordinator for the School.
• Develops and implements the annual Ethics and Conflicts-of-Interest training for all school employees. Presents trainings to all newly hired employees during scheduled new hire orientations.
• Sets up and manages the overall Compliance and Enterprise Risk Assessment Program for the School, reporting findings to Executive Leadership; recommends appropriate corrective measures and/or policies needed; provides schoolwide compliance training.
• Regularly reviews the Compliance Program, recommending needed revisions and/or modifications, advising Executive Leadership and Board of Directors Audit Committee of potential compliance risk areas.
• Implements and manages a retaliation-free reporting channel that is assessable to all employees.
• Develops and oversees internal and external audits in order to monitor and detect misconduct or noncompliance. If found, formulates a solution and follows-up to ensure that the solution and/or recommendation has been implemented.
• In collaboration with Human Resources, ensures there is a mechanism in place for disciplining instances of noncompliance that is appropriate to the nature and extent of the deviation; ensures consistency of in the application of identified disciplinary action.
• Promotes and educates on the benefits of adopting control measures in key areas, influencing stakeholders to adopt corrective actions, providing updates to Executive Leadership as needed. Manages these measures on a regular basis, ensuring that the controls are capable of preventing and detecting significant instances or patterns of illegal, unethical, or improper conduct by any employee or agent, or any others working with the school.
• Ensures that the Compliance Program has effective mechanisms to reasonably determine that persons either promoted to or hired into leadership positions and/or other sensitive or key positions are properly vetted to ensure ability to comply with sensitive, confidential nature of the position and adhere to the ethics policy.
• Keeps current on changing laws and legislation relating to matters of HIPPA, Child Protective Services, Ethics, Privacy, as well as all other applicable laws and regulations.
• Annual review of existing school policy to include employee and student policies, suggesting edits as needed; writes new policy as identified by Executive Leadership or Board of Directors Audit Committee.
• Reguarly reports to the Executive Leadership and the Board of Directors Audit Committee on matters related to the Compliance Program. Additionally, the Compliance Officer uses her/his/their discretion to regularly report issues to the Exeutive Team and the Board of Directors Audit Committee.
• Is experienced with Department of Children and Families (DCF) and/or Child Protective Services investigative process.
• Mitigates risk by reviewing current Information Technology structure both within and without IT department, assuring that all information is stored according to HIPPA and privacy regulations. Makes suggestions for improvement as needed. Special attention is paid to the on-site Student Health Center, assuring that all medical data is stored according to HIPPA and privacy regulations.
• Provides input and/or direction on any Human Resources policies and procedures, including the performance appraisal process or incentive/compensation programs, to ensure that improper conduct is discouraged and that support of any conformity with the Compliance Program is part of any performance evaluation process for all employees.
• Collaborates closely (though not limited to) with the following: Executive Leadership, Director of Operations, Human Resources Manager, Controller, Director of Student Health Center, and outside legal counsel.
• Performs other duties as assigned by the CFO, the Board of Directors Audit Committee, and/or other members of the Executive Leadership.

Required Skills and Experience:
• Advanced American Sign Language (ASL) skills necessary; fluency preferred.
• Minimum of seven years of progressive experience in the areas of Compliance and Risk Management.
• Strong influencing skills needs; preserverence in investigations, managing from initial compliant to close of file.
• Excellent verbal and written communication skills necessary; solid presentation skills highly desired.
• Ability to explain complex information clearly and thoroughly in both written and oral formats; ability to create presentation material and ability to present same to audiences.
• Ability to be confidential.
• Excellent organizational skills and outstanding attention to detail necessary.
• Strong analytical and problem-solving skills necessary.
• Proficiency with Microsoft and Google suite of products.
• Minimum Bachelor’s degree required; Master’s degree or Law Degree desired.
• Auditing/CPA experience a plus
• Leadership experience desired.

Supervisory:
None

Salary and Benefits:

• Outstanding benefits package including Retirement with school matching, group health insurance, and other fringe benefits.
• $1000 sign on bonus after one year of service

ASD is ALL ways able. If you require an accommodation for applying to this position, please contact the Human Resources Department.

Please visit our Career Center for more information and to apply!
www.asd-1817.org

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).

All applicants will be screened, and the most highly qualified applicants will be invited to interview.

TERMS OF EMPLOYMENT
Length of position: 197 contract days
Hours:
Salary: Based on education and experience in accordance with Austin Independent School District salary schedule.

SUMMARY:

Works with teachers and other educators to build and strengthen connections between student information and research needs, curricular content, learning outcomes, and information resources. Provides leadership and expertise in the selection, acquisition, evaluation, and organization of information resources and technologies in all formats, as well as expertise in the ethical use of information. Empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information, Works collaboratively with members of the learning community to define the goals of the school library program, and to guide and direct all activities related to it.

ESSENTIAL FUNCTIONS

Leader
As a leader, the school librarian creates an environment where collaboration and creative problem-solving thrive. The school librarian is an excellent communicator who instills enthusiasm in others by making them feel that they are important members of a team. Strong leaders foster an environment of creativity, innovation, and openness to new ideas, welcoming and encouraging input from others to create consensus. They anticipate future obstacles and continually retool to meet challenges. The school librarian demonstrates his or her role as a visible and active leader within the school community, and a professional member of the school library community by:

Modeling effective strategies for developing multiple literacies.
Understanding the skills of the 21st century learner.
Taking an active role in organizing and promoting literacy projects and events that engage learners and motivate them to become lifelong readers.
Remaining current in professional practices and developments, information technologies, and educational research applicable to school library programs.

Instructional Partner
As an instructional partner the school librarian works with teachers and other educators to build and strengthen connections between student information and research needs, curricular content, learning outcomes, and information resources. The school librarian demonstrates his or her role as an essential and equal partner in the instructional process by:
Joining with teachers and others to plan and implement meaningful experiences that will promote a love of reading and lifelong learning
Participating in the school curriculum development process to ensure the curricula include the full range of literacy skills needed to meet content standards and to develop lifelong learners.
Providing and plan professional development opportunities within the school

Information Specialist
As an information specialist, the school librarian provides leadership and expertise in the selection, acquisition, evaluation, and organization of information resources and technologies in all formats, as well as expertise in the ethical use of information. The school librarian ensures equitable access and responsible use of information by:
Developing and maintaining a collection of resources appropriate to the curriculum, ASL and English bilingual learners, and the teaching styles and instructional strategies used within the school
Organizing the collection for maximum and effective use.
Collecting and analyzi data to improve instruction and to demonstrate correlations between the school library program and student achievement
Encouraging the use of instructional technology to engage students and to improve learning, providing access to digital information resources for the learning community

Teacher
As a teacher, the school librarian empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information. The school librarian supports students’ success by:
Supporting academic interventions, including but not limited to individual instructional plans, accelerated instruction and/or classroom instruction.
Collaborating with teachers and students to design and teach engaging inquiry and learning experiences and assessments that incorporate multiple literacies and foster critical thinking
Participating in the implementation of collaboratively planned learning experiences by providing group and individual instruction, assessing student progress, and evaluating activities

Program Administrator
As program administrator, the school librarian works collaboratively with members of the learning community to define the policies of the school library program and to guide and direct all activities related to it. The school librarian maximizes the efficiency and effectiveness of the school library program by:
Ensuring the school library program is aligned to school strategic plans and the state and national program standards.
Conducting ongoing action research and evaluation that creates data that is used to inform continuous program improvement.
Ensuring equitable physical access to school library facilities by providing barrier-free, universally designed environments.

MINIMUM QUALIFICATIONS
Must have Texas Deaf Education Certification
Master’s degree in deaf education, special education, library science, reading, curriculum and instruction, or other related field.
Must have at least two years of classroom teaching experience
Valid Texas certification as a school librarian or reading specialist or the ability to obtain a valid Texas certification/Masters within a prescribed time frame.
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. Must have at least minimum level of ADVANCED.

DESIRABLE QUALIFICATIONS
Experience working in a Deaf bilingual classroom
Experience working with students with additional disabilities
Knowledgeable about Demonstration of professional development in ASL and English bilingual education
Knowledge of research-based methodologies for reading/writing instruction
Excellent interpersonal skills with the ability to professionally interface with students, parents, staff and administration
Two or more years of English/Language Arts Education and Intervention in a classroom setting for Deaf and Hard of Hearing students
Experience in conducting educational assessments and development of literacy/intervention programs
Fluency in the ASL/English bi-lingual modality with in-depth knowledge of its impact on the language arts component of an education program
Working knowledge of curriculum design and implementation, particularly as it relates to the integration of information literacy and technology within the context of content curriculum
KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
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 Instruction in collaboration with Department Principals

MILITARY OCCUPATION SPECIALTY (MOS) CODE
None equivalent for Teacher T023; for Librarian III see page 2 of http://www.hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_LibraryandRecords.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.

TERMS OF EMPLOYMENT:
Length of position: 189 contract days
Hours: 7:30-4:00, with nights and weekends possible

SUMMARY
The School Counselor provides a variety of related and support services individually and in groups to deaf or hard of hearing students; interprets information about student behavior and conditions related to academic and social/emotional learning; collaborates with community agencies; and consults with teachers, residential staff, parents and other professional support personnel regarding the behavioral, social and emotional aspects of a student’s education and development.

ESSENTIAL FUNCTIONS
Performs counseling (individual and group) with deaf and hard of hearing students.
Provides services to staff, families, and other appropriate individuals regarding a student’s emotional, educational, and behavioral needs.
Assesses students upon referral to determine counseling service needs; completes counseling assessment within the timeline; and shares the results of the assessment in Admission, Review and Dismissal (ARD) meetings.
Develops counseling Individual Education Plans (IEP); monitors student progress on IEP, and completes progress reports according to state and district reporting guidelines.
Participates in Functional Behavior Assessment meetings, Review of Existing Evaluation Data (REEDs), and Full and Individual Evaluations as part of the multidisciplinary team.
Collaborates with the multidisciplinary team including the social-emotional and behavior support staff in selecting behavioral strategies and programs for use at school, in the residential setting and at the student’s home.
Maintains appropriate counseling records on students.
Participates in the crisis intervention team to support students and ensure their safety.
Collaborates with the evaluation team on student evaluations
Conducts student self-harm assessments and makes recommendation on weekends and after school hours on a rotating basis.
Provides support to outreach services upon requests.
Performs liaison activities with community agencies.
Attends meetings, conferences and workshops of professional organizations and as appropriate, on site.
Provides professional development on specific topics for staff and students and facilitates parent groups on select topics.
Completes required paperwork requirements such as SHARS eligibilities and MSB entries, progress reports, and other necessary reports.
Works with the department/district MTSS teams to monitor and evaluate our tiered service model.
NON-ESSENTIAL FUNCTIONS
Participates in conferences regarding students and in the development of student’s instructional programs.
Other duties as assigned.
QUALIFICATIONS REQUIRED
Master’s degree in psychology, social work, counseling, or special education.
Valid Texas License in Social Work (LMSW), Counseling (LPC), or School Psychology (LSSP)
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Sign Language Proficiency Interview (SLPI) is ADVANCED.
QUALIFICATIONS DESIRED
Prior work experience with children and adolescents
Prior work experience providing counseling services in schools
Proficient sign communications skills
Knowledge, Skills, and Attributes
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information.
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.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
SUPERVISOR
Supervisor of Related Services

Military Occupation Specialty (MOS) Code:
None equivalent

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.

TERMS OF EMPLOYMENT
Length of position: 215 contract days
Salary: Based on education and experience in accordance with Austin Independent School District salary schedule.

SUMMARY
Under the general direction of the Elementary School Principal, assists in the management and supervision of the educational process in the department with a special focus on Pre-Kindergarten to 2nd Grade, assists in the selection, training, and supervision of certified and classified staff, assists in the preparation and administration of the department staff to ensure alignment with student learning goals. Supports the department staff in achieving the mission to increase student achievement.

ESSENTIAL FUNCTIONS
Assists Principal with leading teachers and staff in developing and supporting a school climate of respect and appreciation for all students, staff, and parents and a school culture aligned with the vision, mission, and values of the School.
Ensures management of student behaviors and disciplinary issues are addressed individually in accordance with the School’s policies and procedures and with dignity and respect for all students.
Assists the Principal with managing the ARD/IEP process including facilitating meetings, training teachers and staff, collaborating with parents/guardians, and complying with federal and state laws/administrative rules and School policies.
Collaborates with school leadership staff on the development and implementation of the District Improvement Plan and the TSD Strategic Plan.
Assists the Principal with planning and providing professional development for teachers and staff
Works with teachers to improve their teaching practice through coaching, professional development, modeling, and collaborative planning.
Assists the Principal with coaching and counseling contract and classified staff
Assists with monitoring the progress of all students and implements interventions
Ensures learning environment and classroom instruction maximizes student learning.
Keeps abreast of successful instructional methodologies and practices, implements data-driven instructional practices and leads discussions about student performance.
Assists with recruiting, selecting, and hiring school staff, including teachers and department-based support staff.
Ensures learning environment and classroom instruction maximizes student learning. Ensures fidelity to curriculum frameworks.
Collaborates with all department heads to coordinate and implement programs and services that meet the needs of the students being served.
Monitors and evaluates data for MTSS and makes adjustments as needed
Ensures compliance with local, state and federal laws and regulations.
Assists with the administration of the departmental budget.

Minimum Qualifications

1. Master’s degree in deaf education
2. Administrative certification required by the State of Texas (i.e., Assistant Principal or Principal) or in process of being certified
3. Three years of successful professional teaching experience
4. Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED.

Desirable Qualifications
1. Experience with review of assessment data, preparation of ARD paperwork and demonstrated leadership with department committee
2. Previous experience as a Principal or Assistant Principal
3. Proficient sign communications skills

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

R- 9819 Reference# 3183525575150
Posting Date: March 8, 2024

Candidates with sensory loss/dual sensory loss 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 disabled individuals. Non-disclosure will not subject any applicant to adverse treatment.

POSITION TITLE: Chief Educational Programs Officer

LOCATION: Talladega, Alabama

REPORTS TO: President, AIDB

ABOUT ALABAMA INSTITUTE FOR DEAF AND BLIND (AIDB)
Alabama Institute for Deaf and Blind (AIDB) is the world’s most comprehensive education, rehabilitation and service program serving individuals of all ages who are Deaf, Blind, DeafBlind and multidisabled and their families. Founded in 1858, AIDB serves more than 36,000 infants, toddlers, children, adults and seniors with hearing and vision loss throughout Alabama each year.

Our services literally span a lifetime including five campuses in Talladega, ten regional centers located throughout the State of Alabama with programs that range from early and senior intervention, traditional and nontraditional education services in residential and outreach settings and a manufacturing facility that is the state’s largest employer of adults who are Blind and Deaf.

POSITION REQUIREMENTS:
• Masters in Visual Impairment, Hearing Impairment, Special Education, Vocational Rehabilitation, or Educational Administration.
• A minimum of five years recent (within last six years) senior administrative experience.
• A minimum of five years of experience with programs that serve children who are deaf and/or blind.
• Must demonstrate an understanding of children with exceptionalities.
• Must possess mature judgment and leadership skills with abilities to be creative and exercise individual initiative.
• Must have experience in obtaining state and federal funding.
• Must possess knowledge of federal and state statutes and laws concerning educational administration and programming, particularly as they affect those with exceptionalities.
• Must be able to develop rapport and a shared vision of the future with staff members, school personnel, parents, students, clients, and alumni.
• Must demonstrate the ability to communicate effectively in writing and in public venues.
• A sign language proficiency level of INTERMEDIATE PLUS according to the AIDB evaluation system must be obtained within the first thirty-six (36) months of employment.

PREFERRED QUALIFICATIONS
• Doctorate in Visual Impairment, Hearing Impairment, Special Education, Vocational Rehabilitation, or Educational Administration.
• Experience with residential programs serving individuals who are Deaf, Blind or DeafBlind.

PERFORMANCE REQUIREMENTS:
• Provide leadership and direction for AIDB instructional programs. The Chief Educational Programs Officer will have supervisory responsibility for the instructional programs, including Alabama School for the Deaf, Alabama School for the Blind, Helen Keller School of Alabama, Office of Health and Clinical Services, State and Regional Outreach, and Child Nutrition Services.
• Provide visionary leadership in existing programs and strategic planning to enhance and expand instructional programs. The Chief Educational Programs Officer will have supervisory responsibility for the curricular component in all three K-12 programs.
• Responsible for obtaining excellent accreditation status and maintaining accreditation status for all K-12 programs.
• Provide leadership and direction for identifying and implementing best practices in educating AIDB students.
• Provide leadership and oversight in outreach services for children that are Deaf, Blind and/or DeafBlind in the State of Alabama.
• Make recommendations to the President for policies and procedures in accordance with state and federal laws.
• Collect student/consumer and program data that will be used to evaluate program success, student outcomes, and the progress made toward the implementation of strategic planning goals and objectives.
• Assist the Chief Financial Officer and Departmental Administrators in the development and management of budgets.
• Assist the President in maintaining professional and effective relationships with local, state, and federal agencies or organizations which affect the welfare of AIDB.
• Assist the President in securing state and federal funds for K-12 programs.
• Coordinate with the Chief Financial Officer and Maintenance Department the care and safekeeping of the school buildings, grounds, and all equipment therein.
• Maintain professional competence and growth through participation in in-service training, educational activities, and through other organizations, memberships, reading, conferences, courses, etc.
• Review and approve payroll, purchase requisitions, travel authorizations, and travel vouchers.
• Coordinate and work cooperatively with the President, AIDB Board of Trustees, administrative staff, and AIDB legal counsel in the resolution of complaints and lawsuits.
• In cooperation with the Office of Institutional Advancement, participate in fundraising programs and assist in communicating the programs and activities of AIDB instructional programs to the public.
• Assist in preparation and submission of reports and other materials as may be required to the State Budget Office, State Legislature, State Department of Education, and other agencies.
• Develop and coordinate needs assessments, comprehensive in-service programs, and programmatic evaluations. The program evaluation process will utilize measurable data to determine the efficiency and effectiveness of the programs and services on an annual basis.
• Serve as AIDB’s designee on the Commission on Government Accountability.
• Coordinate Baccalaureate and graduation activities.
• Other duties as assigned by the President of AIDB.
• Upon offer of employment, the applicant must submit to a fingerprint background check at an agency designated and paid by AIDB.
Benefits:
• Health, dental, and vision insurance available-Teachers Retirement System (TRS)
• Deferred compensation options available
• Paid time off

SALARY: $92,892 – $137,196 Scale A1 Rank 02
Direct deposit is required.

FUNCTIONS and RESPONSIBILITIES:
• Participate in IEP, diagnostic, and planning meetings with parents/caregivers and all appropriate staff.
• Conduct psychological tests and evaluations.
• Interpret test results and prepare psychological reports for teachers, administrators, and parents.
• Support each student’s IEP by working with a multidisciplinary team.
• Participate in the completion of Functional Behavior Assessments and Positive Behavior Support Plans.
• Serve as part of the schoolwide admissions team.
• Participate in school-wide social-emotional learning (SE).
• Provide individual and group counseling as appropriate.
• Provide crisis intervention and risk assessments as needed.
• Provide relevant and current psychological support, intervention, and guidance to all students and appropriate staff at the RI School for the Deaf as part of a multidisciplinary team.
• Demonstrate current knowledge of practices and procedures that are relevant to the needs of students and families.
• Follow Federal, State, and local standards, regulations, and laws of special education programs.
• Attend professional development/in-service training.
• Work with students from preschool age through high school
• Excellent communication skills with competence in completing assessments, developing interventions, and consulting with others
• Perform other duties as required.

Under the leadership of the Superintendent, the Frederick Campus Chief Educational Programs Officer provides strategic educational leadership, develops the short- and long-term instruction goals/vision and works to establish a culture of high expectations and shared responsibility for equitable access to high-quality bilingual (ASL/English) and culturally relevant instruction for all students at the Frederick Campus. Collaborates with the MSD leadership team members including the Columbia Campus Chief Educational Programs Officer to ensure close alignment of campus resources with school needs, to implement an instructional plan for the school that ensures effective teaching in every classroom, and to create conditions that ensure systemic improvement to support students’ learning in a bilingual environment. Provides progressive educational leadership, supervision, and evaluation of department principals (Family Education/Early Childhood Education, Elementary, Middle School, High School, Career & Technical, and Transition Services) at the Frederick Campus. Reports directly to the Superintendent and consults with the Superintendent on high level needs.

The Utah Schools for the Deaf and the Blind (USDB) is seeking a visionary and dynamic individual to join USDB as the Assistant Director of the Preschool and Elementary departments at our Jean Massieu School of the Deaf campus. This critical and intensive full-time position is based in Salt Lake City, Utah.

Educational Director Responsibilities:
Provide professional support to the Director of JMS by attending IEP meetings in an administrative capacity with full authority to provide approval and commit USDB resources to the IEP.
Represent the school in dealing with students, parents, and teachers of preschool and elementary students who are demonstrating behavioral problems at school.
Maintain the integrity of curricula that meet the needs and interests of the students in preschool/elementary grade levels within the division.
Assist teachers and students to seamlessly integrate technology and other personalized learning strategies into their daily teaching and learning practices.
Deliver professional development to staff in a differentiated manner in an effort to foster self-reliance in developing the skills and resources for positive student outcomes.
Collaborate with teachers to develop and adapt curriculum materials to meet the needs of deaf and hard-of-hearing students in preschool/elementary grade levels and ensure that the curriculum is inclusive, accessible, and aligned with educational standards and IEP goals.
Provide support to teachers by implementing effective instructional strategies for deaf and hard-of-hearing students in preschool and elementary grade levels. This may involve providing resources, conducting professional development workshops, and modeling best practices.
Coordinate with relevant professionals to ensure that students receive the necessary support to succeed academically and socially.
Collaborate with families and staff to foster a supportive and inclusive school environment. Organize workshops, meetings, and events to facilitate communication and collaboration between school staff and families.
Oversee the administration of assessments and the collection of data to monitor student progress and inform instructional decisions. Analyze data to identify trends, strengths, and areas for improvement in student achievement.
Other duties as assigned.

The Iowa Department of Education is proud to announce a strategic partnership with Innivee Strategies, a Deaf-led leadership and organizational development firm, to lead the search for the next Iowa School for the Deaf (ISD) and Iowa Education Services for the Blind and Visually Impaired (IESBVI) Superintendent. The prospectus for the Superintendent role is available as a PDF file (with graphics and images) and as a Microsoft Word document (content only).

Links to Prospectus can be found at Current job openings page of ISD’s web page www.https://iowaschoolforthedeaf.org/current-job-openings/

Please send all questions, nominations, and applications to:
Shane Feldman, Chief Executive Officer
Innivee Strategies, Inc.
[email protected]

Become part of a professional team providing family and peer programming focusing on social emotional peer to peer and family connections. This is a full time, 203-day, position that can be based in Bangor and/or Falmouth, Maine.
Primary Responsibilities:
 In collaboration with the MECDHH/GBSD Leadership Team, develop family and peer programming

 Plan and implement family support and connections events for MECDHH/GBSD, including but not limited to:
o In-person events throughout the state, including rural areas
o Virtual events

 Plan and implement regional peer programming for students who are Deaf or hard of hearing who use a continuum of communication modes, including but not limited to:
o Regional programming for students in grades K-5
o Three overnight experiential learning weekend programs for students in grades 6-12
o Transition planning activities for students ages 14 and older
o In collaboration with site-based and outreach teachers of the Deaf
 Develop and implement pre- and post- activities which connect peer programming activities to instructional standards
 Ensure activities meet the unique needs of their students in content and access

 Ensure access and inclusion for all Deaf and hard of hearing students and family members regardless of language and communication approach

 Collaborate with partnering organizations that serve children who are Deaf and hard of hearing

 Provide consultation and in-service training to teachers and professionals

 Manage budget for program

Minimum Qualifications:
– Eligible for Maine Physical Education, Adapted Physical Education, School Counselor, Special Education or Teacher of the Deaf certification
– Current Criminal History Records Check (CHRC)
– Bachelor’s Degree (Masters preferred)
– Minimum of 5 years of experience in Deaf/Special Education
– Prior experience managing program budgets
– Proven skills in the areas of program management and facilitation, data management, organization, and written English communication
– Thorough knowledge of various communication approaches and willingness to support student and parent choices
– Fluency in American Sign Language and preference will be given to individuals who are Deaf or hard of hearing
– Willingness to travel statewide, as well as work some nights and weekends
– Ability to deal effectively with a wide range of people in a helpful, positive, and constructive manner with sensitivity to cultural diversity, race, gender, and other individual differences
– Ability to work independently to establish priorities, work collaboratively as a member of a diverse community with a high level of professionalism, and recognize the value of diverse perspectives and experiences