It’s not too early to begin thinking about Summer work! We are hiring a CAMP DIRECTOR for our wonderful CAMP ISOLLA BELLA.

Nestled in the beautiful Berkshire Mountains on Twin Lakes, Salisbury, Connecticut, “Isola Bella” means Beautiful Island in Italian. Isola Bella was bequeathed to The American School by the late Ferrari Ward and his wife, Muriel Alvord Ward. Both were members of the ASD Board of Directors and Mrs. Ward was the first woman to serve on the board. Through this wonderful gift, the American School became the United States’ first school for the deaf to offer a summer program for deaf and hard of hearing youngsters and is the only camp for deaf children in Southern New England. Isola Bella is a scenic island estate that has been turned into a recreational/residential summer camp for deaf children ranging in age from 8 years to 17 years old. A wide variety of activities are offered depending on camper’s skill and interest level. Some of these activities include: archery, arts & crafts, camp studies, swimming, sailing and canoeing, water skiing, overnight camping, hiking, team and non-competitive games and a variety of special trips and projects. The philosophy of the program is “learning through experience.”

SCOPE OF DUTIES:

Under the supervision of the Associate Director of Student Life, plans, organizes, implements, and evaluates a summer residential camp at Camp Isola Bella.

PRIMARY DUTIES:

• Oversees the total operation of the Isola Bella Summer Program at all times, except when such responsibility shall be given to the Assistant Director.
• in conjunction with Human Resources and the Associate Director, interviews and hires staff, and schedules appropriate training and support for staff.
• Establishes schedules, including but not limited to pay scales, hours and days of operation, duty schedules, personnel duties, policy and staff responsibilities.
• Ensures that the Island is in full compliance with all local, state and federal laws and regulations.
• Serves as Safety Officer and is responsible for the safe operation of the program.
• Approves appropriate camp activities, trips, and events.
• In cooperation with ASD’s Business Office, is responsible for the receiving and disbursement of funds, including but not limited to tuitions, registrations, spending monies, activity fees, insurance premiums T-shirt monies and any and all related expenditures (e.g. salaries and payments to creditors).
• Acts as the purchasing agent for materials needed for the continuing operation of the program.
• Participates, as much as possible, in any and all camp activities.
• Develops and works with public relations staff and others to market and educate the community about Isola Bella.
• Provides effective leadership to campers and staff.
• Oversees all instructional settings and develops /approves outlines for programs, oversees camp’s Newsletter and prepares end of camp report.
• Is responsible for the physical security of the campers
• Performs other duties as assigned.

MINIMUM REQUIREMENTS:

• Applicants must be over age twenty-one and will be required to submit both DCF and DPS background checks.
• Bachelor’s Degree required with a minimum 3 years of experience with deaf and hard of hearing children/youth.
• Proficiency in ASL required.
• Prior experience as a camp director or experience in an administrative or supervisory capacity within a camp environment.
• CPR for the Professional Rescuer, Standard First Aid and Lifeguard Training Certificate strongly encouraged.
• Applicants must demonstrate good judgment and excellent leadership skills.
• The Camp IB Director will be responsible to uphold and maintain the standards required under the Youth Camping Act.

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.

The Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf (MECDHH/GBSD), Maine’s leading Deaf education agency, with programs and offices on Mackworth Island (located outside of Portland, ME) and Bangor, Maine is charged with the provision of statewide services to individuals who are Deaf and hard of hearing from birth through age twenty two.

We are seeking an experienced educational leader with a strong commitment to our vision and mission. This leader must have strong communication skills and support a continuum of language and communication approaches for deaf and hard of hearing and bilingual bimodal programming as part of this continuum of services.

Responsibilities include:
● To provide leadership in developing and maintaining statewide early intervention and educational programming and services
● To lead, guide, and direct every member of the administrative, instructional, and support services teams
● To be responsible for a system of supervision and evaluation for all staff
● To oversee and administer the use of all facilities, property, and budget
● In collaboration with the Leadership Team, the Executive Director ensures all programs and services operate in the spirit of the vision and mission statements as well as the MECDHH/GBSD statutes, state and federal regulations
● To establish and maintain relationships with Maine’s Deaf Community and Maine’s chapter of Hands & Voices.
● Experience with grant writing and grant oversight

Minimum Qualifications
● Educational Administrator certification from a State Department of Education (Superintendent, Special Ed Director, or Principal/Building Administrator)
● Master’s degree in Deaf Education or a related field
● 10 years of experience in Deaf education (Early Intervention through Grade12) with at least 5 years in educational administration and an excellent documented record of effectiveness in leadership
● Fluency in American Sign Language preferred/willingness to learn required

Position: Family and Peer Programming Coordinator
Salary: Commensurate with experience and education
Date Closed: Until filled
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 can be based in Bangor or Falmouth, Maine.
Primary Responsibilities:
 In collaboration with the MECDHH/GBSD Leadership Team, develop new child and family programming

 Plan and implement Family Support and Connections Events for MECDHH/GBSD
o Virtual and in-person

 Plan and implement Regional “Kids like Me” Programming for students who are Deaf or Hard of Hearing.
o Regional programming for students in grades K-5
o Three – Four overnight experiential learning weekend programs for students in grades 6-12
o Plan outdoor experiential learning opportunities for students

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

 Collaborate with other deaf and hard of hearing agencies to provide student and family programming.

 Providing Consultation and in-service training to teachers and professionals

 Manage budget for program

 Statewide travel required

Minimum Qualifications:
– Eligibility for Maine Physical Education, Adapted Physical Education, School Counselor, Special Education or
Teacher of the Deaf certification
– Masters’ Degree preferred
– Educational background and experience in program management
– Prior experience managing program budgets
– Prior experience teaching children who are Deaf and Hard of Hearing
– Willingness to support student and parent choices
– Fluency in American Sign Language or willingness to learn
– Excellent interpersonal and communication skills
– Willingness to travel statewide

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.

POSITION SUMMARY:
Classroom Assistants support our Classroom Teachers in providing the physical and instructional needs of students as well as any additional needs in the classroom. Classroom Assistants design and prepare instructional material, and plan and implement various functional activities. They provide direct supervision and monitor students’ work across both an individual and small group environment.

FUNCTIONS AND RESPONSIBILITIES:
Assist teachers in preparation of instructional materials and classroom visuals for student and instructor use.
Conduct instructional exercises as assigned by the teacher; work with individuals or small groups, adapting to students’ individual, medical, physical, communicative, instructional and emotional needs.
Participate in student data collection, documentation, and interpretation.
Assume responsibility for the supervision and instruction of students in the absence of the Classroom Teacher.
Assist students with physical disabilities according to their physical and/or medical needs or personal needs that may include feeding, toileting and personal hygiene.
Escort and monitor students to and from the classroom and other various activities (lunch, therapies, etc.).
Implement behavior management plans for individual students under the direction of the teacher.
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
High School diploma or GED certificate
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
Ability to work effectively as part of an educational team
Prior experience working with children preferred
Ability to communicate and accept and constructively use feedback and suggestions regarding job responsibilities and performance

POSITION SUMMARY:
The In-Home Therapist (IHT), using the principals and guidelines set forth by the Children’s Behavioral Health Initiative, provides family therapy for the purpose of treating the youth’s behavioral health needs in the context of the family. The IHT will develop a treatment plan and goals, and work with a team consisting of a Therapeutic Training and Support (TT &S) professional as well as the youth and family to identify goals, supports, resources etc in order to promote and sustain treatment goals. The children and families that work with the Walden Community Services Program must have a deaf member.

IHT Functions and Responsibilities:
Works with youth and family to determine medical necessity eligibility by completing required assessment tools.
Works with the family, youth and TT &S to develop treatment plan and goals.
Works from a strength based and family centered perspective.
Liaisons with collateral agencies, schools, doctors etc. as needed.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
A Master’s Degree in Social Work, Counseling or another clinical related field
Ability to be licensed at the Independent Practice Level in your discipline (LMHC, LICSW, etc.) preferred
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
English skills (written or spoken) preferred
Bicultural competency and effective interpersonal and communication skills will be necessary to work collaboratively with the team
Time flexibility with some availability during evening hours required
Routine travel and in-home visits required
Proficient Microsoft Office skills and familiar with Mac/Apple computers

Secondary Teacher – Functional Academics
POSITION SUMMARY:
Provides classroom instruction for children who have moderate to severe disabilities in addition to deafness, within a Secondary (grades 6-8 or 9-12+) setting. Prepares lesson plans and other instructional materials to match student ability levels and in accordance with the student’s Individual Educational Plan (IEP) and state curriculum frameworks, including teaching life, community, and transition skills. Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate for students. Works in a team, or departmental capacity as assigned. Grades and subjects vary.

FUNCTIONS AND RESPONSIBILITIES:
Instruction of students with specific learning disabilities, speech or language impairments, intellectual disability, physical disabilities, emotional disability, multiple disabilities, visual impairments, autism spectrum disorder, or general deafness.
Uses assessment to drive classroom instruction (formative and summative assessments).
Plans instruction effectively, engages learners and uses appropriate instructional techniques.
Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.
Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.
Writes annual IEP student goals and works steadily to help students attain these goals.
Oversees the implementation of behavior plans designed for individual students, as needed

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
Preferred Master’s degree in Deaf Education, Special Education, or a related field
Certification in the areas of Deaf Education or Special Education
Bachelor’s degree in content area or a related area
American Sign Language proficient required
Written English language competency
Licensed or able to be licensed by Massachusetts DESE as a Teacher of the Deaf or a Teacher of Moderate or Severe Disabilities
Ability to work effectively as part of an educational team

PROGRAM SUMMARY:
The School Counselor will provide individual and group counseling services to Marie Philip School students and work collaboratively with faculty and staff to address the social emotional development of students.

FUNCTIONS AND RESPONSIBILITIES:
Facilitate and provide individual and/or group counseling services; including social/interpersonal classes.
Work closely with the educational department on the development and implementation of psycho-social curriculum, including building positive interpersonal relationships, managing conflicts, and anti-bias education.
Maintain collaborative contact with families of students receiving counseling services and assist in obtaining additional services outside of school when needed.
Available for student crises and/or conflict resolution between student peers.
Implement anti-racist principles and practices in counseling and within social-emotional supports including sensitivity to the varied students’ multicultural identities and diverse needs.
Engage and facilitate community collaboration; community engagement series.
Work with other members of the Marie Philip School Clinical team to develop policies and procedures for the provision of social emotional services to students.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
• Licensed or working towards a Massachusetts State Licensure in Social Work, School Counselor, or Mental Health Counselor
• Master’s Degree in Social Work or related field
• Strong report writing and communication skills
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Written language competency
• Experience working with children in a school setting preferred
• Ability to manage conflict and maintain confidentiality

POSITION SUMMARY:
The Clinical Director is responsible for the management and quality assurance of all clinical services in Walden School, including the supervision and training of clinical staff, the facilitation of treatment team meetings, and oversight of the development and implementation of treatment plans. The Clinical Director works closely with the Walden School Director, Principal and Director of Residential Services participating in the referral and admissions process and assuring that educational and residential services are designed to meet the child’s therapeutic treatment needs. The Clinical Director serves as a member of the Walden School Senior Leadership Team.

FUNCTIONS AND RESPONSIBILITIES:

LEADERSHIP/ADMINISTRATIVE
Ensure the delivery of effective and comprehensive clinical services, including assessments, individual, family and group therapy, and milieu treatment.
Work closely with the Walden School Director and other senior leaders on program oversight and development.
Develop and review policies and procedures relevant to Walden School clinical services
in conjunction with the Walden School Director, serve as a liaison with state agencies and community service providers serving Walden School students and families.

CLINICAL/SUPERVISORY
Recruit, train and evaluate clinical staff and clinical interns.
Provide individual clinical and administrative supervision (individual and group) for all members of the clinical department.
Lead CORE meetings, assist with treatment planning and clinical meetings.
Ensure effective development and implementation of treatment plans.
Provide and/or coordinate clinical training for all Walden School staff.
Work closely with the Principal and Residential Director to ensure the school and residential milieu are meeting clinical needs.

PHYSICAL REQUIREMENTS:
Must be physically able to perform all duties of the job including restraining potentially participating in restraining a dysregulated student when necessary.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
Current licensure in the state of Massachusetts (LICSW, LMHC, LMFT) OR willingness to become licensed in MA
Preferred five years of clinical supervisory experience, with a strong preference for experience working with children and families
Written English competency
Strong interpersonal skills
Understanding of both Language Deprivation and Developmental Trauma (C-PTSD)