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

Dean of Students – Two Opportunities
2nd or 3rd Shift, Monday – Thursday
OR
Weekend Shift

SCOPE OF DUTIES:

Under the supervision of the Associate Directors of Student Life, or designee, the Dean is responsible for managing the residential life program for PACES, Core, and our students in the Autism expansion program. Responsible for supervision of Residential Counselors and residential programming.

PRIMARY DUTIES
• Follow a residential life curriculum that provides recreational experiences, life experiences, practical living skills, informal counseling, and appropriate behavioral models and intervention to behaviorally involved, deaf and hard of hearing young students, and students in the Autistic Expansion program.
• Supervision of Residential Counselor staff, including participation in interviewing candidates for employment, conducting staff evaluations, making recommendations for personnel actions, and devising work schedules and assignments and planning and carrying into staff development.
• Responsible for the oversight of staff who supervise students in the residential program.
• Oversight of implementation of behavior management, including use of time-out room and protective holds as needed.
• Evaluation of student progress and preparation of progress reports as required by school policy and state regulatory agencies.
• Meet regularly with program director and program staff to review student progress, schedule, and program goals and collaborate with others as needed.
• Work cooperatively with support staff and consultants in planning and implementing milieu approach in the residence.
• Work cooperatively with Associate Directors of Student Life, counseling staff and program supervisor in implementing effective education curriculum.
• Plan, attend and participate in school, department, and parent meetings, develop and implement parent communication program.
• Attend and participate in in-service training programs provided by program and school.
• Other related duties as assigned by supervisor.

MINIMUM REQUIREMENTS:
• Bachelor’s degree and/or Master’s degree in a related field strongly preferred.
• Applicants should have prior experience working in a residential setting, with deaf and/or hard of hearing students, as well as students with unique needs.
• Knowledge of or willingness to learn Behavior Management Techniques is required.
• ASL proficiency required, or commitment to attain an acceptable level within 12 months.

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

SCOPE OF DUTIES

Reporting to the Supervisor of ASD Interpreting, the Staff Interpreter will be assigned to a variety of work and interpreting situations. The Interpreter will interpret accurately and completely, conveying the content and spirit of the original message, taking into consideration the cultural context that is responsive to the demands of the situation (in-person and/or virtual).

PRIMARY DUTIES

– Provide communication access for students, staff, administration, and guests of ASD by using formative linguistic, cultural, and life experiences.
– Provide close-vision and/or tactile interpreting services to Deaf Blind staff, students, and community members.
– Adhere to strict guidelines for confidentiality and ethical conduct, including the Registry of Interpreters for the Deaf (RID) Professional Code of Conduct.
– Interpret a wide variety of assignments including PPT meetings, workshops, staff development training, field trips, conferences, and school events both on and off campus.
– Support effective and equitable communication via in-person or virtual platforms.
– Manage set-up and flow of communication to promote communicative autonomy.
– Facilitate communication across cultural differences and alerts all parties to significant cultural or linguistic disparities that may significantly impact outcomes.
– Mentor individuals working toward ASL Interpreter Certification.
– Assist with scheduling and data entry as needed.
– Other related duties as assigned

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

MAJOR RESPONSIBILITIES:
-Work with the Superintendent to develop and implement a vision for instruction in line with the school’s identified mission and vision, and maintain high expectations and standards for this vision
-Provide education leadership and supervision of the High School faculty, staff and students in the development and implementation of curriculum and instructional programs to meet the student learning needs
-Provide leadership and participate in the development and implementation of a curriculum designed to prepare students to meet NY State learning standards, and to satisfy the requirements for NY State High School and /or IEP Diplomas, as appropriate
-Plan, develop and implement instructional programs to prepare students for post-secondary education, training, employment and community living, and to integrate vocational and career education into overall high school program
-Develop and implement a program of transition planning that meets all State and Federal requirements, that involves students and families in long-range academic and career planning, and that is fully integrated within the Annual Review process as required by the IEP
-Oversee student placement, grading, advancement and recommend students for graduation
-Direct and assist in management of student’s behavior and discipline as needed
-Evaluate the performance of teachers, teacher assistants and other departmental staff and recommend techniques and methods of improvement as needed using the evaluation method approved by the State as described by the Superintendent

QUALIFICATIONS:
-Possess NYS certification School Administrator/Supervisor or School Building Leader or willingness to obtain within 2 years of employment required
-Possess NYS certification as Teacher of the Deaf or appropriate subject area certifications combined with proof of ASL fluency such as the ASLPI
-Master’s degree in Deaf Education or other related field
American Sign Language proficiency required

Performing and/or directing duties associated to increasing capacity of those using American Sign Language. Work is multidisciplinary, and assignments address complex issues, problems, and/or systems. Most often mentors other professionals in their work. Telecommuting with regular travel to Devils Lake will be considered.
Bachelor’s degree in Deaf Ed, ASL Interpreting, Social Work or related field.

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

GENERAL DESCRIPTION
The Supervisor of Special Education/Admissions is responsible for the leadership and coordination of student related and support services including Admissions policies and procedures. The incumbent must have demonstrated planning, management, and supervisory skills and be knowledgeable in Federal, State, and local special education law, regulation and rules. This position requires good interpersonal and organizational skills and the ability to communicate effectively to all levels of management and a variety of stakeholders.

This position serves as the supervisor of Special Education/Admissions and has administrative control over the activities of school-wide special education services, reporting directly to the Director of Student Support Services.

ESSENTIAL FUNCTIONS
Ensures that high-quality special education supports, programs, and related services are provided in accordance with IDEA to maximize student success.
Administers and appraises development and improvement of special educations services and programs in compliance with Federal, State and District rules and regulations.
Ensures that information of admissions is provided to prospective students families and school districts across Texas.
Coordinates all aspects of admission eligibility decisions with Admissions staff, General Counsel, Superintendent and other relevant school staff in accordance with Board policy FD.
Collaborates with external school districts and supervisors for the purpose of maintaining positive LEA relationships and providing quality services to the state’s deaf and hard of hearing students, parents, and the professionals that serve them.
Chairs and facilitates ARD meetings following the state and federal guidelines regarding special education students, ensuring all administrative processes are completed.
Collaborates with the TSD General Counsel, school leaders and parent advocates in planning and facilitating meetings that present complex issues related to providing FAPE (Free and Appropriate Public Education.)
Serves as the TSD Special Education representative to provide leadership and coordination at business meetings, hearings, conferences, seminars and other, panels, and committees.
Continuously engage in professional growth related to the delivery of special education services, relevant laws and legal decisions.
Coordinates the provision of in-service and professional development for relevant school staff in meeting special education laws and requirements.
Oversees the provision of Extended School Year Services.
Provides consultative services and technical expertise to staff regarding assigned functions; compiles information and recommends, formulates and develops policies, procedures, needs, and objectives.
QUALIFICATIONS REQUIRED
Bachelor degree in deaf education, special education or a related field.
3 years of experience as a teacher, counselor, psychologist, or other related special education position.
3 years of supervisory experience
Currently certified or willingness to become certified as an administrator under the State Board of Educator Certification (SBEC) within two years of date of hire.
The applicant must have a willingness to attend sign language classes and attain a sign language proficiency level commensurate with the requirements of the job.
QUALIFICATIONS DESIRED
Experience supervising special education staff in a residential school setting.
Master degree in deaf education, special education or a related field.
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.
Currently holds Mid-management or supervisory certification under the State Board of Educator Certification (SBEC)
Experience in a school for the deaf or school program serving deaf and hard of hearing students.
KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
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 IV, See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramSupervisor.pdf

TERMS OF EMPLOYMENT:
Length of position: 12 month employee

GENERAL DESCRIPTION
Under the supervision of the Superintendent, performs highly advanced (senior-level) ASL interpreter work. Work involves interpreting or translating into English and/or American Sign Language. Duties may include but are not limited to interpreting during: meetings, interviews, counseling, emergencies, staff development, Governing Board meetings, conferences, and out of town assignments. The position requires flexible hours and the ability to travel to meet the needs of the Superintendent including nights and/or weekends as required. Must have reliable transportation and be able to respond and adapt to changing assignments in a prescribed time frame. Works under minimal supervision with extensive latitude for the use of initiative and independent judgment.

ESSENTIAL FUNCTIONS
Provides interpreting services for the Superintendent and other stakeholders as assigned by the Superintendent.
Ensures a high quality of service with regard to interpreter services, skills, and adherence to TSD standards, local, state and federal regulations, as well as the RID Code of Professional Conduct.
Participate in large scale planning and other supervisory level meetings (i.e. Executive Leadership Team, School Leadership Team) as requested.
Attend planning meetings in preparation for big events.
Acts as a resource to faculty and staff on issues related to interpreting, CPC or refers them to sources where such information is available.
Establishes and maintains good working relationships as may be required by assignments.
Preps for assignments by reading and becoming familiar with technical vocabulary and content.
Enhances skills through continuing education and professional development.
Performs other duties as assigned by the Superintendent.
QUALIFICATIONS REQUIRED
Graduation from a standard high school or equivalent
BEI Level V, or Master certification from the Deaf and Hard of Hearing Services, Board for Evaluation of Interpreters, or equivalent
Five years of interpreting experience
Two years providing interpreting services to an executive
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED.
QUALIFICATIONS DESIRED
Bachelor degree in a relevant field
Previous experience as an interpreter in an educational setting
Trilingual Interpreter (English, Spanish, American Sign Language) is preferred
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
Superintendent

Military Occupational Specialty (MOS)
Interpreter IV – For equivalent MOS code go to pg 9 of http://www.hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_Soc
ialServices.pdf