Mental Health Clinician
POSITION SUMMARY:
Provides individual and group therapy to students. Responsible for developing individual strength based treatment plans with an interdisciplinary team. Provides family therapy to families as requested. Provides collateral services to agencies on behalf of students and families. Collaborates with the educational and residential staff within Walden School and at the Marie Philip School. May provide supervision to social work trainees or other individuals. Participates in activities of the Walden School Clinical team.

Functions and Responsibilities:
Provides clinical services to students and families.
Participates in clinical on-call rotation (separate compensation from salary).
Provides discharge planning and community liaison to students and families.
Participates in student’s clinical team related meetings including, but not limited to clinical department meetings, clinical case conferences, community meetings, staff meetings and in-services.
Completes all documentations in compliance with established polices and procedures under the Department of Elementary and Secondary Education, the Department of Early Education and Care, MA Department of Mental Health and MA Department of Children and Families’ Rehab Options.
Maintains complete, accurate, and current records of all clinical services rendered, includes initial evaluations, progress notes, summary notes, discharge summaries and all other necessary documentation.

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
Masters Degree required and must be eligible to become Massachusetts state licensed in social work, psychology, or mental health field
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
Excellent communication and grammar skills at sufficient levels to ensure effective and appropriate communication
Strong interpersonal skills developed at a level which allows for the smooth collaboration at all levels within the agency
A valid drivers license and a clean driving record required
Some evening hours required

Secondary Teacher
POSITION SUMMARY:
Classroom Teachers of the Deaf create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction and plan and implement various supportive activities that meet age appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students. Teachers build positive relationships with parents and colleagues, in order to enhance each student’s ability to learn effectively.

FUNCTIONS AND RESPONSIBILITIES:
Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.
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.
Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.
Writes annual IEP student goals and works steadily to help students attain these goals and reports IEP progress quarterly; Attends IEP meetings.
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
• Massachusetts State Teacher Certification (or certification from a reciprocal state)
• Master’s Degree in Deaf Education
• Prior experience working with children preferred
• Verbal and written communication skills are at sufficient level to ensure effective communication
• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency
• Ability to work effectively as part of an educational team

Day Child Care Worker/ Classroom Assistant

POSITION SUMMARY:
Day Child Care Workers function as classroom assistants when school is in session, and move to the dorm when school is not in session. The person filling this position will provide for the instructional needs of students and with additional needs that arise in the classroom. Primary responsibilities include assisting the teacher with planning and implementing academic tasks, as well as working with specialists to create a highly structured environment conducive to learning.

Classroom Assistants provide direct supervision and monitoring of students and work on an individual or small group basis. Classroom assistants also act as Child Care Workers during non-school days and are always responsible for implementing treatment plans and for the direct care and safety of the students residing at Walden School.

FUNCTIONS & RESPONSIBILITIES ON SCHOOL DAYS
Participate fully in all classroom activities and student assignments. Attend and participate in required meetings, completing assigned report writing tasks in a timely manner, and communicate with members of the students’ multidisciplinary team.
Assists teachers in preparation of instructional materials and classroom visuals for student and instructor use and assumes responsibility and instructions of students in the absence of the classroom teacher
Participates in direct service planning and lesson planning with Classroom Teacher and/or in a team approach.
During academic and/or social-recreational activities or lessons, support the students by providing individual assistance as needed and guide behavior support plans under the direction of the teacher.
Supervise students during transition times.

FUNCTIONS & RESPONSIBILITIES ON NON-SCHOOL DAYS
Assist with the planning of structured and age appropriate activities and outings during vacation days.
Supervise students in daily routines and assist with the activities of daily living skills.
Support and assist students using therapeutic interventions consistent with the treatment model at Walden School.
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 minimum of a High School diploma; college degree is preferred
Must be ASL Proficient Must be able to work in conjunction with classroom teachers on daily instruction and work effectively as part of an educational team
Prior experience working with children preferred
Drivers license and a driving record in good standing

State Testing and Mainstreaming Coordinator
POSITION SUMMARY:
Facilitates and supports the overall administration of state mandated testing including alternative assessments for all TLC school programs. Supports students who are participating in mainstream classes within the local public schools.

FUNCTIONS AND RESPONSIBILITIES:
Comply with school, state, and federal policies and procedures, as well as support the mission of the school.
Communicate clearly with students in their first language.
Maintain a current working knowledge of The Learning Center curriculum, the MA Curriculum Frameworks, and MCAS procedures.
Demonstrate appreciation and sensitivity to the diversity among individual students.
Cooperate in a constructive relationship with parents and be receptive to their contributions.
Maintain professional boundaries.
Use available resources to analyze, reflect upon and refine professional knowledge and skills.
Plan and complete necessary testing or data collection, documentation and interpretation of data and effectively share with staff, students and IEP team members as needed.
Maintain student and staff confidentiality.
Contribute to self-growth and continuous improvement through active participation in professional development activities and meetings.
Maintain accurate records.
Demonstrate flexibility and responsiveness to the needs of the students and the school.

State Testing Coordinator Role:
Oversee the administration of MCAS and ACCESS testing at TLC.
Ensure TLC compliance with DESE requirements regarding MCAS and ACCESS testing.
Ensure TLC compliance with DOE requirements regarding state testing in other sending states (e.g., NH state testing).
Train and support staff in MCAS/MCAS Alternative Assessment administration.
Order and organize MCAS materials, set up rooms for testing, schedule MCAS volunteers (e.g., hall monitors).
Provide regular and ongoing support for principals, and teachers completing MCAS portfolios.
Review all portfolios for all TLC programs.
Access MCAS, MCAS Alt and ACCESS results from DESE website and enter results into TLC database.
Facilitate the sharing of MCAS reports with families and LEAs.

Mainstream Coordinator Role:
Collaborate with students, families, TLC Teachers, Interpreter Coordinator as well as outside providers (e.g., public schools staff) to provide ongoing and appropriate support to TLC students who are mainstreaming in the local public schools.
Work with families, TLC teaching staff and interpreters, and public school staff to schedule TLC students in appropriate (e.g., Advance Placement, College Preparatory) classes within the local public schools.
Work with TLC interpreting team to provide professional development to those public school teachers who will have TLC students in their classes.
Facilitate and/or conduct quarterly observations of all mainstream classes.
Weekly communication with TLC interpreting team mainstream coordinator, public school teachers, and TLC teaching staff. At least quarterly contact with families in order to improve planning and communication related to students taking mainstream classes.
Represent and report on mainstream classes in quarterly reports, report cards and during IEP meetings.

**May be required to drive students on field trips and/or to mainstreaming classes. Additional driving responsibilities as needed.

Requirements
• A minimum of 3 years teaching experience
• MA degree in Deaf Education
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Written language competency
• Experience with MCAS testing preferred
• Massachusetts State Teacher Certification (or certification from a reciprocal state) or ability to be licensed in the state of Massachusetts
• Ability to work effectively as part of an educational team

Note: In the event that a viable licensed candidate does not apply for any of the above teaching positions, a candidate may be eligible to be employed under a 1-year waiver from MA DESE. The unlicensed candidate must submit documentation of completion of all requirements for the position except for DESE testing (written, performance, and literacy skills) in order to be eligible to be granted a waiver allowing one year to complete the testing requirements and acquire a preliminary vocational technical educator license.

ESSENTIAL DUTIES:
Provide quality instruction to students
Prepare daily lesson plans
Evaluate student’s skills to determine the best program of learning
Write and implement Individual Education Plans (IEP)
All other duties as assigned

KNOWLEDGE, SKILLS, & ABILITIES:
Arizona Academic Standards
Current educational and diagnostic practices as they apply to educating sensory impaired students
Lesson plan and Individual Education Plan development
Student evaluation practices
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations and operating procedures

SKILLED IN:
Behavior management
Planning and organization
Program development
Student evaluation

ABILITY TO:
Communicate effectively with students, staff, and public
Instruct students to retain information
Complete student evaluation
Develop lesson plans
Work cooperatively in teams

SPECIAL CONDITIONS/REQUIREMENTS:
College/University Degree in Education with coursework specific to sensory impairments
State of Arizona Teaching Certificate with appropriate endorsement for each position (Teacher O&M requires ACVREP Certification in lieu of ADE certification)
Secondary teaching positions must possess the necessary coursework as required by Department of Education.
Must be able to pass FBI and State background check

Provides interpreting services in educational settings for deaf, hard of hearing, and deaf-blind students, pursuant to the students’ IEP(s). Matching the language use of students, their peers and instructors where travel may be required to interpret in the educational setting, the interpreter utilizes the interpreting process to ensure that the student has access to communication in the class including incidental language situations and other environmental auditory information when appropriate; facilitates communication between peers and others in the environment as needed; clarifies information interpreted to the student within the classroom setting to aid in understanding of lesson content.

Additionally, this position may participate as an IEP team member regarding language use and/or communication access; communicates with classroom teacher/appropriate educational personnel about the communication needs of the student(s) and the course subject matter on a regular basis, and fulfills other responsibilities consistent with the policies and procedures of the host district(s) and/or ASDB.

**Educational Interpreter/Transition Technician** In addition to the essential duties of an Educational Interpreter, a staff member may also be assigned as vocational support and/or a “Transition Technician” (also known as “Career Path Technician”). The Educational Interpreter/Transition Technician will assist student(s) individually in academic or vocational subjects as assigned by the IEP team under the supervision of the Lead Interpreter and/or Teacher of the Deaf/Hard of Hearing, or another appointed agency representative. This support may include tutoring student(s) regarding vocational content when not interpreting. Educational Interpreters in the CPT role may be required to also provide transportation to and/or from an Internship/CTE job or class, as well as provide the necessary on-site interpreting for the student(s).

Position will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

St. Mary’s School for the Deaf has opened a national search for a new Superintendent to continue to lead the nationally accredited School on its mission to always be Child First.

To review the Superintendent Prospectus, qualifications and apply for this position, please go the Superintendent’s Prospectus, which is located on the St. Mary’s School for the Deaf website at www.smsdk12.org

St. Mary’s School for the Deaf is an Affirmative Action/Equal Opportunity Employer.

How to Apply
Please send all questions to Shane Feldman, Chief Executive Officer, Innivee Strategies, Inc., [email protected]

Interested candidates should submit a cover letter, resume, and three references to [email protected]. All applications submitted by November 12, 2023, at 12:00 pm Mountain Standard Time, will receive full consideration.

The Colorado School for the Deaf and the Blind is an Affirmative Action/Equal Opportunity Employer.

For more information about the Colorado School for the Deaf and the Blind, please visit https://CSDB.Colorado.gov/about-CSDB/Superintendent-Search

Position: Early Learning Center Principal
Department: Curriculum and Instruction
Supervisor(s): Superintendent/CEO or designee
FLSA Status: 10 Month + ESY; Benefits eligible.
Position Type: Exempt
CFR Code: 215
Date Posted: September 1, 2023
Salary Range: $80,000 – $120,000

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
• 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

The Site Superintendent at California School for the Deaf, Fremont (CSD), serves more than 350 students with a staff mix of approximately 350 educators, residential care workers and support services personnel. The Site Superintendent (SS) provides leadership to Local Education Agencies (LEAs) and CSD staff in providing quality educational services to Deaf and hard of hearing students. School services address a wide range of needs for students that are Deaf or hard of hearing in accordance with the goals and policies of the California Department of Education (CDE) and state and federal rules and guidelines. The school ensures that students receive a quality education in both American Sign Language and English. Program components and services to students in the Early Childhood, Elementary, Middle School, and High Schools include career technical education, special education, pupil personnel services, media technology services, curriculum development, diagnostic services, outreach and training, and business support services. CSD is organized into five departments: Curriculum/Instruction/Outreach, Pupil Personnel Services, Student Life, Human Resources, and Support Services.

REQUIRED QUALIFICATIONS:

Possession of a master’s or higher degree in Deaf Education or a closely related subject from a regionally accredited college or university.

Applicant must possess a California Administrative Services Credential or be qualified and willing to enroll in an administrative internship program working toward obtaining the credential.

A minimum of five years of administrative experience with oversight responsibilities of education programs for the Deaf and hard-of-hearing student population.

A minimum of three years’ experience as a credentialed teacher for the Deaf.

DESIRED QUALIFICATIONS:

Doctorate from an accredited institution in the area of the Deaf and/or educational administration is highly desired.

Be knowledgeable of:
Deaf culture needs and issues
Principles, practices, concerns, and trends of school administration, management, and educational issues in serving Deaf and hard-of-hearing students
Fiscal planning and oversight, personnel management, strategic planning, curriculum and instruction, facilities planning, community relations, and legislative relations
Local, state, and national programs for the Deaf and hard of hearing

Possess the abilities and interpersonal skills to:
Communicate fluently in American Sign Language
Promote and ensure academic and instructional excellence in all educational programs according to rigorous content and performance standards for all students served
Develop and implement procedures to ensure quality control of all programs and services
Promote parent and community partnerships and involvement in school activities
Maintain general oversight and monitor business functions of a state operated agency including all budgetary functions, and plant operations needs
Promote and implement appropriate personnel practices and labor relations policies
Establish and maintain effective communications with all constituency groups to integrate the activities of diverse interests to attain common goals