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

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

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

ESSENTIAL FUNCTIONS
Lead and supervise a team of family and student advocates, providing guidance, support, and mentorship to ensure the delivery of high-quality advocacy services.
Develop and implement advocacy strategies and initiatives to address the diverse needs of families and students, including but not limited to education, healthcare, housing, and social services.
Collaborate with community organizations, schools, government agencies, and other stakeholders to identify resources, opportunities, and solutions for families and students facing various challenges.
Provide direct advocacy support to families and students, including conducting assessments, developing action plans, and advocating on their behalf with relevant agencies and institutions.
Monitor and evaluate the effectiveness of advocacy programs and services, collect data, and prepare reports to track outcomes and inform program improvement.
Stay informed about relevant policies, regulations, and trends in the field of family and student advocacy, and ensure compliance with all legal and ethical standards.
Represent the organization in meetings, conferences, and other events related to family and student advocacy, and serve as a spokesperson for our mission and values.
Completes other duties as assigned.
QUALIFICATIONS REQUIRED
Bachelor’s degree in social work, psychology, counseling, or a related field
Five years-experience in social services, advocacy, or related roles
At least two years in a supervisory or leadership capacity in the relevant field
Strong understanding of issues affecting families and students, including poverty, homelessness, mental health, and educational disparities
Excellent communication, interpersonal, and conflict resolution skills, with the ability to build rapport and establish trust with diverse populations
Demonstrated ability to develop and implement advocacy strategies, manage multiple priorities, and work effectively in a fast-paced environment
Proficiency in Microsoft Office Suite and other relevant software applications
Valid driver’s license and reliable transportation required
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.
QUALIFICATIONS DESIRED
Master’s degree in a related social service field from an accredited college or university
Three or more years of experience in supervision of staff
Five years-experience as a social worker, case manager, or family liaison in a school environment
Experience working with deaf individuals (including children)
Experience working with school and community stakeholders and agencies to coordinate services
KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
SUPERVISOR
Director of Student Support Services

MILITARY OCCUPATION SPECIALTY (MOS) CODE:
Program Supervisor VI, See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement.pdf

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

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

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

JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the Secondary P.E. Teacher is to plan and implement lessons, and instruct and guide deaf and hard of hearing students at the secondary level. Frequent communication with students and staff is essential to the success of this position.

Instructional Activities:
-Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum and classroom assessments; plan and provide student instruction following state and school approved standards and curriculum.
-Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
-Plan, prepare and deliver lessons according to students’ abilities and educational needs; differentiate instruction as needed; use the best and most effective teaching practices.
-Establish and communicate clear objectives for all learning activities.
-Evaluate student work, provide timely feedback, and maintain grade books.
-Contribute to students’ personal growth, including future goals, career options, deaf culture, socio-emotional well-being, and soft skills.

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

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

MINIMUM REQUIREMENTS: Bachelor’s degree in Deaf and/or Hard of Hearing Education (7-12). A degree or endorsement in Physical Education is preferred. Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model. Ability to obtain Kansas Certification by KSDE in appropriate teaching areas (7-12). ASL/English assessments will be given during the interview process.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as health certificate must be completed by a medical provider at the cost of the employee.

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.