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

The Future is Yours!

We’re Arizona State Schools for the Deaf and the Blind and we’ve been around for a while, 112 years serving the Deaf and the Blind communities. A lot has changed, besides innovation, at the heart of ASDB’s continued success is the dedication, connection, and strength of our teams. Our teams are our advantage and the reason for the success of our students.

What makes ASDB the place to be:
• Connected and Supportive Teams
• Professional Development and Mentoring
• Growth and Opportunities
• Honest and ethical interactions
• Accountability, Collaboration, Transparency
• Valued and Respected
• Empowered
• Low Student to Teacher Ratio
• Instructional Assistance
• Competitive Salaries
• Outstanding Benefits
• Generous Paid Time Off
• Opportunities throughout Arizona
• Eligibility for Student Loan Forgiveness Programs

What are some of the positions we offer:
• Teachers of the Deaf/Hard of Hearing

What makes you an ideal team member:
• Dedication
• Passion for Student Success
• Thrive in both team and independent roles
• Solution-focused
• Honest communications
• Value and respect a diverse community

What you’ll need to succeed:
• Education – Related degree in fields related to the education or provision of Related Services to children who are Deaf/Hard of Hearing. Serving Birth to Grade 12
• Experience – preferred, but dedication, passion, and mentoring will help you shine too!
• Special Skills – ASL would be great
• Compliance – Arizona Department of Education Certification or ability to become certified within 3 years. Ability to obtain AzDPS IVP Fingerprint Clearance Card.

Compensation Range
Placement is based on degree and up to 20 years of certified classroom teaching experience.
The range is $42,545 to $84,720
New Teacher Signing Bonus of $1,500.00
Additionally the position is eligible for Proposition 301 monies
https://drive.google.com/drive/folders/0AAWq2EouMRxoUk9PVA

Leave Your Mark
If you feel becoming part of our leading-edge aligns with your mission and values, introduce yourself, we look forward to getting to know you better.
To introduce yourself: asdb.az.gov/teamworks or call 520.770.3019

MAJOR RESPONSIBILITIES:

Works with the Deaf Infant Program team, PPS Director, and Superintendent to develop and maintain a vision for Deaf Infant Services at Fanwood
Provide services for deaf children ages birth through three years, and their families
Work with infants and toddlers with a range of cognitive and developmental abilities
Provide services in the home, on the campus of the New York School for the Deaf, or by teleconference.
Work as part of a team to assess the infant or toddler’s current levels of functioning in the areas of cognition, communication, language, and social-emotional development
Provide resources and education on how families can support the development of their deaf infants and toddlers to include communication, language, and social-emotional development
Collaborate with the Deaf Infant Program team to generate and update the infant/toddler’s Individualized Family Service Plan (IFSP)
Serve as a specialist/resource person for the Deaf Infant Program and families, agencies, and the community
Coach families on how to incorporate an ASL & English (or the family’s home language) bilingual approach into their daily routines
Act as a language model for families
Prepare lesson plans for all sessions with the families
Maintain progress notes after each session with recommendations
Collaborate with the Ongoing Service Coordinator(OSC), audiologists, and other related service providers, such as speech and language therapists, OT and PT
Connect families to other New York School for the Deaf employees and services
Support families in the transition from Early Intervention to preschool
Support and lead Family Education workshops in related areas
Participate in EI meetings and other internal school meetings
Teach families about deaf culture and ASL
Teach families how to read to their deaf infant or toddler

QUALIFICATIONS:

NY State Teacher of the Deaf Certification and or other appropriate NYS certification required or willingness to obtain within one year of employment
Master’s degree in Deaf Education, Early Childhood Education, Early Intervention
Native or near-native ASL expressive and receptive skills as per a school-identified test
Experience with the ASL-English bilingual approach and a willingness to support both languages and the family’s home language
Must have experience and knowledge of both theory and practice of early childhood development
Must have experience working with deaf infants and toddlers and their families
Knowledge of and/or experience with education of deaf children; knowledge of language development for deaf children (oral/auditory and/or sign communication)
Knowledge of or availability for training in curriculum for deaf infants/toddlers/families