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

Please see www.schoolexecconnect.com

POSITION SUMMARY:

Under the direction of the Superintendent/CEO or designee, the Early Learning Center (ELC) Coordinator is responsible for working with children and families to provide a quality education and ensure the health and safety of all children. The ELC Coordinator utilizes well-established guidelines, including curriculum development and assessment and short-and long-range planning, to support the Ready To Learn (RTL) and Preschool programs. The
ELC Coordinator promotes a program that is language accessible for all and supports children and their families on a positive journey toward learning, understanding, and using ASL.

PRIMARY DUTIES:
• Supervises and evaluates all RTL and Preschool teachers and instructional assistants
• Evaluates all aspects of programs and services and provides ongoing evaluation
• Supports the school’s Strategic Planning initiative with an emphasis on strengthening culture. Demonstrates commitment to the school purpose, vision, and mission.
• Maintains accurate documents and tracks language growth and development
• Assists in the development and implementation of a performance-based system for measuring and assessing skills and knowledge of the early childhood students and the use of curriculum. Regularly communicates results to the Curriculum, Instruction & Assessment Team (CIAT), families, and PPS Director
• Coordinates the Deaf Mentoring Program
• Collaborates with the Pupil Personnel Services (PPS) Department
• Collects assessment data and utilizes data to set students up for success
• Uses Bilingual techniques to promote critical thinking skills, literacy development, and social emotional growth through play-based collaborative learning
• Participates in Family Conferences throughout the year
• Maintains ongoing contact with students’ families
• Develops relationships with district representatives of Committees on Pre-School Special Education (CPSE)
• Collaborates with the Lexington Hearing & Speech Center’s Program Director
• Participates in outreach and collaborative efforts with Cochlear Implant centers and clinics
• Builds rapport with Early Intervention (EI) coordinators throughout NYC and beyond
• Partners with Early Hearing Detection and Intervention (EHDI) program coordinators in NYC and beyond
• Other duties as assigned.

REQUIRED SKILLS AND ABILITIES:
• Collaborative leadership skills
• Computer literacy with knowledge of database management
• ASL proficiency

EDUCATION AND EXPERIENCE:
• Master’s degree in early childhood education or Deaf Education or related field
• New York State Teaching Certification
• School Building Leadership (SBL) certification or the ability to obtain certification
• 5 years of teaching experience in an educational setting
• Administrative experience in a school program for Deaf and Hard of Hearing students

SECURITY CLEARANCE:
• Required clearances include medical clearance, fingerprinted by the NYC Board of Ed, SCR, and SEL clearance

PHYSICAL REQUIREMENTS:
• Prolonged periods of sitting at a desk and working on a computer
• Prolonged periods of walking in and around the building
• Must be able to lift 15 pounds at times

*Supervises/coordinates all K through 12 instructional activities as part of the instructional program. Works with the principal and teachers to ensure that the school curriculum is aligned with the New York State Learning Standards and that learning standards, curriculum, instruction, and assessments are linked.
*Promote a learning culture, incorporating professional development and reflective practices.
*Assists faculty with the implementation of curriculum and instructional materials.
*Develops and implements follow-up plans for curriculum revisions and instructional material adoptions.
*In conjunction with the principal, supervise the administration and analysis of all state and school testing within the school, including the creation of a school-wide assessment calendar.
*Work with teaching staff to set high expectations for all students and to create a school environment that allows them to be active participants in their learning.
*Coordinates and supervises the planning and implementation of academic intervention services for all students.
*To oversee the development of long- and short-range planning/goal setting and assessment of the educational program.
*To provide leadership and to serve as a resource to teachers in planning and implementing Individual Education Programs (IEPs).

JOB DESCRIPTION: (Detailed Position Description provided upon request)
The role of the KSTAR Teacher is to teach young deaf and hard-of-hearing adults 18-21, enrolled in the KSTAR program. KSTAR offers specialized programming for students who have completed the requirements necessary for obtaining their high school diploma. The program curriculum is transition-focused with community-based work instruction including but not limited to independent living, career and employment, and college and/or technical training.
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 attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Develop and implement individual student goals, instruction, and schedules.
● Track students’ instruction, activities, and progress; coordinate student schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Complete individual student skills and/or individual performance checklist(s)
● Complete person-centered planning with students.
● Collaborate with principal, transition coordinator, career teacher, student life dean, and apartment coordinator.
● Provide instructional direction and supervise job coaches, including but not limited to assigning activities, providing guidance and instructional oversight; and coordinating job coach schedules.
● Share the KSTAR Program with seniors throughout the State.
● Develop business partnerships; seeks community and work opportunities for students.

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.

The DHH Counselor will coordinate with student home school liaisons; provide support to identified families; provide counseling as a direct services to students; collaborate with classroom teachers to embed Social Emotional Learning curriculum; co-teach SEL; attend IEP meetings and fully implement all aspects of the IEP; assist teachers with developing intervention plans for students; coordinate transition planning; and provide consultation to DHH and school district staff as needed.
***Fluency in American Sign Language required***
Master’s Degree
Excellent written communication skills required
Knowledge of the unique supports and interventions for children who are Deaf or children with reduced hearing
Knowledge of human service agencies and processes for accessing services
Excellent collaborator with families, school personnel, and DHH program staff
Ability to work both independently and collaboratively with a variety of stakeholders
Experience supporting students and families
Experience with Transition Planning
Ability to drive to multiple locations as services require
Physical ability and willingness to execute job responsibilities
Knowledge of appropriate technology necessary for accessing services, communicating with families and coordinating with school personnel
Knowledge of current trends and best practices in promoting the social and emotional well-being of children

The DHH Program Director oversees all aspects of the program with support from the Executive Director. The DHH classrooms are located in multiple host schools in Norton for preschool to grade 12+. One high school classroom is hosted by Bristol-Plymouth Regional Technical High School in Taunton.
Credentials and Experience Requirements:
Fluency in American Sign Language, required
Master’s Degree or higher in Special Education or related Deaf Education field, required
DESE license as an administrator, or eligible for the license
Experience with IEP process; MA Special Education laws and regulations; and IDEA
Demonstrated experience with program development
Excellent communication and organizational skills
Demonstrated experience in grant writing and budget preparation
Experience with children with reduced hearing, Deafness and other disabilities
Knowledge and understanding of Deaf Culture
Knowledge of Mass. Curriculum Frameworks and the MCAS-ALT
See full posting here: https://www.schoolspring.com/jobdetail?jobId=4499178

Under the administrative direction of the Associate Commissioner of the Office of Special Education and Early Learning (OSEEL) and the Director of the Division of State Schools, the Principal will provide leadership for planning, directing and coordinating the educational, residential, recreational, and vocational programs for all students.

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

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

MINIMUM REQUIREMENTS:

• At the time of application, applicant must have KY principal certification or pending certification from the Education Professional Standards Board based on recent completion of preparation requirements, out-of-state preparation, or alternative routes to certification pursuant to KRS 161.027 and 161.028.
• Demonstrated successful leadership in working with students, staff, parents, and the general public.
• Three or more years of experience in curriculum and instruction development and implementation with direct experience assisting teachers and administrators in curriculum implementation required.
• Professional Certificate for Teaching Exceptional Children-Hearing Impaired, Grades Primary through 12 or the out-of-state equivalent.
• Experience in Deaf education.
• SLPI rating of Advanced or higher.

The Director of Facilities is responsible for coordinating and managing the planning, design, and construction program for the school in accordance with legal and educational requirements. Oversees all project planning, budgets, design, and construction, including responsibility for educational specifications, real estate, and environmental services.

For a full job description please visit our website: https://www.nysd.net/employment.html

Agency – Serves as a liaison between ASDB, public school districts, and local community organizations through regular interactions with local district administrators. Develops and monitors instructional budget, including but not limited to: state appropriation; federal funds; and competitive grants and makes the most efficient utilization of resources available in providing the maximum instructional benefit to all students. Develops regulations, procedures, and plans which reflect ASDB policy and provide maximum efficiency to support the educational program for students who are Deaf, Blind, and/or Deaf-Blind. Serves as a member of the Superintendent’s administrative team. In the absence of the Superintendent, or at the direction of the Superintendent or the Board of Directors, fulfills the duties of the Superintendent.

Leadership – Provides leadership in developing, evaluating and implementing educational and instructional services in compliance with established local, state, and federal guidelines. Maintains open lines of communication and collaborative relationships with staff, parents. and community. Responds to all correspondence in a timely manner and prepares and disseminates reports required by the Superintendent. Interprets, implements, and enforces agency policy and administrative regulations. Personal conduct at all times in an ethical manner, with high integrity and transparency.

Personnel – Participates with the Human Resources Administration in the selection of quality instructional faculty. Hires, schedules, trains, disciplines, and evaluates staff. Maintains formal evaluation procedures. Promotes and participates in teacher learning and development. Supervises in compliance with agency policies all staff for which responsibility is held. Student Achievement – Responsible for all academic instruction and student progress, and meeting state academic standards. Evaluates curricula, teaching methods, and programs to determine their effectiveness and efficiency. Provides assistance of the Principals and Regional Directors as primary evaluators to link evaluation with continuous improvement to instruction and outcomes. Works with Principals, Directors and Coordinators to develop plans for assessing and monitoring the progress of students. Establishes goals and expectations for teaching and learning. Maintains a learning environment that encourages an appreciation of cultural and ethnic diversity. Keeps abreast of current research and considers the implementation of innovative strategies and programs which benefit students who are Deaf, Blind and Deaf-Blind.

Other Duties – Position involves consistent travel and regular overnight stays will occur and will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

TRAINING AND EXPERIENCE:
Remains informed of changes and development in the profession by attending seminars, training, and conferences.
Extensive experience in teaching, curriculum development, school administration, and project management.
Demonstrated experience in creating, organizing, and supervising instructional programs.
Knowledge and experience in Deaf and/or Blind education.
Advanced American Sign Language (ASL) skills.
Understanding of biculturalism and the Deaf, Blind, and Deaf-Blind communities.
Understanding of Braille concepts.

LICENSING/CERTIFICATION REQUIRMENTS:
Must be able to pass FBI and State background check or Fingerprint Clearance Card as position requires by policy or Statute
Defensive Driver Training Program to be completed by all agency personnel that drive on State business
Master’s Degree in Education with significant academic preparation in curriculum and instruction. Master’s in Deaf Education and/or Blind Education strongly preferred.
Appropriate Arizona administrative certification.

KNOWLEDGE OF:
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Agency policies and procedures, using principles and practices of administration and management.
Agency and education programs’ rules, regulations, and operating procedures.
Standards- and research-based instruction.
State and federal laws, regulations, and legislation that impacts ASDB and students who are Deaf and/or Blind.
Principles, practices and current education trends in school administration.
Principles, practices and current education trends in the education of students who are Deaf, Blind and/or Deaf-Blind, as well as those with other disabilities and/or from different backgrounds.
Arizona Department of Education rules and regulations governing certification requirements.
Arizona Department of Education plans and procedures for schools.
Budget planning and management.

DEMONSTRATED SKILL/ABILITY TO:
Demonstrates excellent communication and interpersonal skills.
Articulates a clear vision and a common purpose in education and support to students who are Deaf and/or Blind.
Articulates, defines, and implements the goals of the agency’s strategic plan.
Addresses, de-escalates, and resolves interpersonal conflicts.
Monitors and assesses performance.
Identifies professional development needs, plans and offers in-house in-services and external training opportunities, as appropriate.
Uses data from performance measures and other sources to make informed decisions.
Instruction and training methods to include Essential Elements of Instruction, and Teacher Evaluation.
Plans, organizes, and manages time efficiently.
Analyzes administrative problems, develops courses of action, and follows through on implementation.
Models integrity and transparency.
Produces clear and concise reports.
Operates standard office equipment including a variety of software applications.