JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the Secondary Science Teacher is to teach science to deaf and hard-of-hearing students.

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
-Attend bilingual education training and implement bilingual methodologies
-Follow school improvement goals and plans

Additional Activities:
-Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively 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 Science; Deaf Education and/or Hard of Hearing (7-12) (preferred, but not required); Degree or Endorsement in Science; 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. ASL/English assessments will be given at the interview.

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 Secondary Special Education Teacher is to teach deaf and hard-of-hearing students, including those with moderate to severe disabilities.

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.
-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.
-Attend bilingual education training and implement bilingual methodologies.
-Complete all required reporting, including but not limited to student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned.
-Work with general education teachers to plan curriculum, instruction, and student support for students both inside and outside of the special education classroom, including but not limited to consulting classroom teachers regarding appropriate classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.

Additional Activities:
-Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively 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 Special Education; Degree in Deaf Education and/or Hard of Hearing (7-12) (preferred, but not required); Degree or Endorsement in Special 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. ASL/English assessments will be given at the interview.

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.

Director of Student Life
American School for the Deaf
West Hartford, Connecticut

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 accredited through the New England Association of Schools and Colleges (NEASC), as well as the Conference of Educational Administrators of School Programs for the Deaf (CEASD).

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.

SCOPE OF DUTIES

The Director of Student Life, reporting directly to the Executive Director, provides academic, social, emotional, and life skills growth for students, active learning environments, school-dorm collaboration and curriculum infusion, residence maintenance and programs, afterschool programs, community governance, and other services based on best practices/concepts in student development and K-12 education. The Director of Student Life will work collaboratively with ELT and the ASD community to plan, direct and administer all areas of the American School for the Deaf Core and PACES residential programs. The Director also administers program evaluation projects, provides vision and direction for training programs and professional development for professional and paraprofessional staff, evaluates Deans, program managers, and oversees the budget.

PRIMARY DUTIES

Directs/supervises the activities of the following departments:
Student Life; Core, PACES, and International

Transportation Services

Athletic Department

Camp Isola Bella

Provides leadership and guidance to determine and identify long and short-range plans for the dormitory, aligning with the current accreditation goals and plans, and the American School for the Deaf’s strategic plan.

Through partnership with school leaders, provides leadership in creating and facilitating an effective living-learning environment for students by school-dorm/after school activity collaboration and curriculum infusion in residence halls.

Establish a safe and nurturing residential environment to live and learn.

Oversees and provides leadership to all Class and Organizations.

Plans, prepares and oversees the budget. Authorizes expenditures and assures a balanced budget.

Sets professional development goals for employees of the residential program to increase all-around knowledge of Student Life objectives and programs.

Encourages staff growth by supporting their professional membership in related organizations; shares best practice developments with staff, particularly in the areas of student development and environmental management. Help personnel to increase competencies by supporting them in participating in continuing education programs, in-service training programs, seminars, workshops and coordinate internal training programs for staff.

Oversees the formulation and ensures enforcement of dorm policies and regulations; oversees the documentation of all dorm incident reports and other disciplinary actions. Oversees the managing of accurate student disciplinary records and professional staff actions that are in accordance with rules governing the privacy and confidentiality of all records, and provides leadership in creating school-wide linkages with teachers, staff and students in addressing personal safety issues and well as discussing and resolving disruptive behavior.

Assures periodic assessments of the dorm environment and student needs/satisfaction.
Participates in research activities and program evaluations projects as requested.

Oversees requests for repairs and conducts ongoing program reviews and risk management activities to ensure a healthy and safe environment for students and staff.

Serves as essential personnel and responds to emergency situations according to set policies and procedures.

Complies with licensing requirements for both the Core and PACES residential program, including Connecticut DCF and Connecticut DDS, as well as other state licensing requirements.

Oversees the ASD International Student Program, including housing, medical, transportation, staffing, and activities.

Coordinates campus housing placements for new staff, interns, student teachers, visitors, and emergency housing needs

Other related duties as assigned.

EDUCATION / SKILLS

Bachelor’s Degree required; Master’s degree preferred in education or related field
Strong background in residential life, mental health or psychology highly desirable.

Must have a minimum of five years’ experience in a program for deaf and hard-of-hearing children and youth, or in a closely related field.

Demonstrated administrative and supervisory skills are required. Must be willing to travel.

Sign Language proficiency is required.

May live in campus housing. Be on-call for school/campus emergencies.

SALARY AND BENEFITS

Compensation range is based on experience and available upon request

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.

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.

Primary Function:
The School Counselor provides support to the Principal by providing services and instruction in support of the curricular goals of Iowa School for the Deaf. The school counselor and classroom teachers collaborate to develop, teach and evaluate school goals with the emphasis on the following:
o Curriculum, programs and responsive services that address growth and development of all students.
o Attainment of student competencies in academic, career, personal, and social areas through education, prevention, and intervention activities.
o Curriculum delivered through classroom and group activities that consists of structured lessons to help student achieve desired competencies and to provide all student with the knowledge and skills appropriate for their developmental level.
o Teaches knowledge, attitudes, and skills students need to acquire academic, career, and social/emotional development.
o Support of activities including professional development, consultation and collaboration.

Typical Duties and Responsibilities:

Curriculum Support
o Provide regular student activities and lessons in academic, career, and personal/social domains
o Act as a resource to teachers and other staff regarding the social-emotional growth and development of students
o Collaborate with families, teachers, administrators, and other school staff for student achievement and success.
o Help promote a positive atmosphere in the school which enables the educational team to meet student needs.

Daily Response
o Counsel students in the personal/social and academic domains
o Provide referral services, collaborating with others as needed
o Parent communication through phone, VP, email, or visits.
o Daily intervention with students when needed

Individual Planning meetings
o Establish appropriate interagency connections and act as a liaison between families and community agencies as needed.
o Attend IEP meetings when needed.
o Collaborate with school staff in reviewing student academic and behavior data to develop plans, supports, and services including behavior interventions.
o Monitor student attainment of academic, social/personal, and career competencies.

Program Support
o Coordinate integration to and from public school programming
o Coordinate grade reports and assist with Parent-Teacher conferences
o Assist in providing transition and orientation activities for students.
o Assist with Student Intakes: tours, contacts, request records, attend IEP, write recommendation summary.
o Provide interdepartmental and parent communication

Primary Function:
The Director of Student Life reports to the Superintendent and is responsible for:
o
o Works collaboratively with other administrators to provide a comprehensive student life program.
o Supports, directs, and provides leadership to dormitory, health center, transportation, and food service managers.
o Ensures students are safe and have appropriate supervision and programming.

Typical Duties and Responsibilities:

o Collaborates with leadership team to strategize and implement programs for the academic and dormitory programs.
o Updates and creates policies and guidelines to stramline the operations of the student life department.
o Prepares and administers departmental budget.
o Assesses future department needs: staffing, equipment, vehicles, and furniture.
o Available 24/7 for any issues which may arise.
o Fosters a positive work environment.
o Ensures safety and security of department and overall campus.
o Plans, develops, and implements a robust dormitory program that addresses the ever changing needs of students. Ensures the staff implement activities that teach and promote daily living skills, personal development, social literacy, community involvement, and independent living skills. Incorporates the strategies of PBIS (Positive Behavior Interventions and Supports); SEL (Social Emotional Learning) and ECC (Expanded Core Curriculum into the daily dorm curriculum.
o Attends IEPs and meetings regarding student progress and provides feedback and input regarding student issues/progress in the dormitory setting.
o Regularly communicates with parents.
o Establishes ongoing professional development opportunities for each Student Life department. Meets with staff on a regular basis.
o Revies and evaluates the effectiveness of each staff member and coaches for improved performance.
o Participates in the recruitment and hiring of department employees.
o Help promote a positive atmosphere in the school.

Position Scope:
The primary role of the Director of Academic Affairs is to provide academic leadership, direction and oversight for Early Childhood Education, K-12 and Transition Academy programs.

Qualifications:
Master’s Degree in Deaf Education or Special Education.
Principal Certification required
5 years Administration experience in a school setting or program for Deaf and Hard of Hearing students required
Advanced proficiency in American Sign Language preferred
Collaborative leadership skills and strong interpersonal skills

Responsibilities:
Communicate a clear vision of high achievement and continuous quality improvement consistent with the mission, vision, beliefs, values and strategic plan of PSD.
Oversee the curricular alignment across disciplines and grade levels in conjunction with the curriculum specialists.
Provide leadership and effective supervision to the educational leaders and support service leaders.
Evaluate the educational leaders and support service leaders.
Maintain a safe school atmosphere conducive for learning by ensuring that there is effective discipline.
Foster instructional practices to safeguard the health and wellness of students.
Make sure that the school programming and professional development plans are aligned with the school improvement plan.
Recruits, supervises and evaluates staff.
Conduct weekly supervisor meetings and makes certain that the focus is upon improving student performance.
Participate on the Executive Team and contributes to the long term strategic planning of the school.
Monitor student outcomes and work with the educational leaders to ensure meaningful progress toward goals.
Support Principals with communication with families and Local Educational Agencies.
Oversee programming, including IEP development and implementation.
Responsible for staff trainings including all required State Department of Education trainings.
Other responsibilities as deemed appropriate by the Head of School.

Approximately 100 hours of consultation and support, inclusive of a May 20 Professional Development Day, between now and June 30, 2024 at the New York School for the Deaf. This position requires a strong background in the education of students with autism who are also deaf.

Non-Tenure Track Faculty
8666BR
National Technical Institute for the Deaf NTID Liberal Studies

Faculty Rank: Lecturer
Anticipated Start Date: 15-Aug-2024
Detailed Job Description

The Department of Liberal Studies (DLS) in Rochester Institute of Technology’s National Technical Institute for the Deaf invites applications for a non-tenure-track instructor position starting August 2024. We seek applicants with a relevant graduate degree and experience teaching English to deaf and hard-of-hearing students. The applicant should be fluent in American Sign Language and able to provide clear evidence.
For a full description and to apply online, go to: http://careers.rit.edu/faculty; search openings, then Keyword Search 8666BR. Please submit your application, curriculum vitae, cover letter addressing the listed qualifications and upload the following attachments:

• Brief teaching philosophy
• The names, addresses and phone numbers for three references
• Contribution to Diversity Statement (https://www.rit.edu/diversity/ofdr)

RIT does not discriminate. RIT is an equal opportunity employer that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/Title IX or the U.S.
Department of Education at ED.Gov.

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.