Summary:

Reporting to the Interim Chief Diversity Officer, the Director of Equal Opportunity Programs provides overall leadership, coordination and oversight of the University’s Office of Equal Opportunity Programs and Title IX, facilitating the University’s commitment to providing a learning and working environment free of all discriminatory behavior.

Job Description:

Serves as the University Title IX Coordinator implementing and coordinating compliance efforts and matters under the University’s Gender-Based Sexual Misconduct Policy and Procedures; and directs the Deputy Title IX Coordinator and Title IX Investigator(s).

Monitors the university’s implementation of Title IX compliance in the areas of admissions, recruitment, educational programs and activities, housing, comparable facilities, access to course offerings, participation in extracurricular activities, financial assistance, student employment assistance, and athletics among others.

Serves as the Equal Employment Opportunity (EEO) Officer and ADA Coordinator overseeing compliance efforts of statutory and regulatory requirements related to anti-discrimination laws and policies.

Designs and delivers educational materials and training to the campus community, investigation and disposition of complaints, statistical and narrative reporting, and monitoring of search committees and selection processes.

Coordinates effective campus-wide efforts in compliance with Title IX, supervision of Deputy Title IX Coordinators and any Title IX investigations and for ensuring Institutional accountability in effectively responding to reported concerns and complaints.

Oversees the Title IX investigation budget.

Oversees the filing, investigation, and resolution of discrimination complaints to include sexual harassment.

Reviews and evaluates university policies and procedures related to Equal Opportunity Programs to include Title IX compliance; makes revisions as appropriate; and advises, provides information and guidance to university units on EOP and Title IX issues and concerns.

Oversees the timely investigations of discrimination, harassment, salary inequity or other claims filed externally with state or federal enforcement agencies; and prepares written position statements, complies supporting documentation and interacts with compliance agency officials on behalf of the university.

Prepares written reports of findings; and assists in the negotiation of resolutions to complaints and recommend corrective action where appropriate.

Advises and informs faculty, staff, students, and applicants for employment on EOP related issues; and provides clarification and advice on the complaint process to individuals alleging discriminatory practices and/or violations of university policies and procedures.

Collaborates with Human Resources to track, monitor, and evaluate activities related to faculty, administrator and staff recruitment, interviewing, candidate selection and other employment activities to discern their impact on the hiring, promotion, and retention of protected class members.

Develops and implements effective training programs about university and state and federal laws governing the recruitment and selection process.

Serves on university committees and participates in strategic planning as appropriate in the capacity as the EEO Officer, Title IX Coordinator, and ADA Coordinator to identify and address issues, problems, and strategies affecting the planning of programs and initiatives to improve equal access to university-sponsored educational and employment opportunities.

Ensures that appropriate processes are in place to provide for the prompt and equitable resolution of complaints and inquiries from university employees and students, as well as the public, regarding compliance with the ADA and other applicable federal and state laws regarding discrimination based on disability.

Makes final determinations regarding allegations of discrimination and non-compliance under the ADA and other applicable federal and state laws regarding discrimination based on disability.

Identifies, evaluates, and addresses systemic sexual harassment on campus; and gathers appropriate information and data needed to develop responsive policy and action recommendations.

Oversees timely completion of investigations of and responses to alleged violations of all anti-discrimination policies and laws, including Title IX sexual misconduct allegations, and assists with investigation plans and execution of investigations of discrimination and Title IX sexual misconduct matters.

Oversees the management of the budget for the Office of Equal Opportunity Programs; prepares budget reports for the Executive Director of the Division of Equity, Diversity, and Inclusive Excellence (DEDI) as requested; ensures good fiscal management of the allotted budget; oversees payroll procedures and remains current with the payroll system; and reviews and approves payroll on a bi-weekly basis to ensure accuracy and compliance with established policies, federal and District of Columbia laws and regulations.

Develops, implements, updates, and serves as the principal coordinator for policies, procedures, and programs relating to compliance with Title IX, Clery Act, and the Violence Against Women Act (VAWA).

Develops, oversees, and coordinates the development and delivery of campus-wide education and training for students, faculty, and staff related to Title IX, Reasonable Accommodation, Clery Act, and VAWA.

Receives reports/complaints of discrimination and harassment (including sexual assault and sexual harassment; and oversees the investigation of and effective response to such reports/complaints.

In consultation with other university offices, assists in the development and implementation of ongoing campus-wide climate surveys to assess the University’s overall understanding of sexual misconduct and gender-based issues and trends.

Maintains documentation of all training and educational programs related to compliance with Title IX, Clery Act and VAWA.

Maintains a case management database to organize, manage, and track Equal Opportunity Programs complaints including Title IX incidents.

Establishes and maintains a positive and supportive working relationship with co-workers and supervisors.

Demonstrates a genuine commitment to diversity, equity, and inclusion in the workplace and participates in activities and workshops to foster continuous learning.

Performs related and other duties as needed.

Required Qualifications:

Bachelor’s degree.

A minimum of five years of professional experience with labor relations, equal opportunity assurance, human resources management, or a related field.

Ability to communicate in American Sign Language.

Preferred Qualifications:

Supervisory experience.

Experience working in a higher education setting.

Knowledge, Skills, and Abilities:

Strong ability to conduct investigations.

Strong ability to handle multiple priorities and deadlines.

Strong ability to write complex analysis of EEO data reports.

Strong proficiency, including MS Office, strong reporting, and record-keeping skills.

Strong knowledge of EDIB practices.

Strong knowledge of federal/District of Columbia regulations related to employment and employee relations, including but not limited to EEO, ADA, Rehabilitation Act, FLSA, FMLA, Title VI, Title VII and Title IX, FERPA, Clery Act, etc.

Strong organization, planning, analytical, and problem-solving abilities.

Strong ability and experience to gather, assemble, analyze, and evaluate facts, evidence data, and other information to draw reasonable and fair conclusions and make sound decisions.

Demonstrated experience developing and delivering training to diverse audiences.

Demonstrated experience in working with discretion, good judgment, and the ability to maintain a high level of confidentiality.

Demonstrated ability to work with and across University departments, outside constituents and groups.

Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.

Additional Position Details:

This position is expected to report to work on campus. However, there may be opportunities for a hybrid work schedule based on performance and the needs of the department or the University.

Other Important Information:

The successful candidate will undergo a background check that must be cleared prior to working at Gallaudet University.

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Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, genetic information, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. This policy is in compliance with Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Rehabilitation Act, the Age Discrimination in Employment Act, the District of Columbia Human Rights Act, and other applicable laws and applies to all procedures affecting applicants and employees including, but not necessarily limited to recruitment, hiring, placement, promotion, transfer, reassignment, reappointment, tenure, demotion, selection for training, layoff, furlough, and termination, compensation, and all other conditions or privileges of employment.

Under the direction of the WESP-DHH Center Director, the Outreach Director provides leadership and supervision of professional and paraprofessional staff for the WESP-DHH Outreach Program. The Outreach Director oversees the provision of programs and services to LEAs and other agencies serving children who are deaf, hard of hearing, or deaf-blind and their families. This position provides leadership in the design of the development and implementation of outreach services throughout Wisconsin and requires considerable travel. In collaboration with the Center Director, this position also assists in coordinating the day-to-day operations of the Wisconsin Deafblind Technical Assistance Project (WDBTAP).

10 Teaching vacancies will be filled. The positions we are filling are below:
Full-Time High School Math Teacher
Full-Time High School English Language Arts Teacher
Full-Time Middle School Science Teacher
Full-Time Multi-Age Elementary Resource
Full-Time Multi-Age Middle School Resource Teacher
Full-Time Multi-Age High School Resource Teachers
Full-Time Skills, Independence, Transition, and Employment (SITE)Teacher
Full-Time ASL/World Language Teacher
Full-Time Art Teacher

Michigan School for the Deaf (MSD) is a bilingual school, with a residential component, for students who are deaf or hard of hearing (DHH). MSD provides a language rich environment in the least restrictive environment for students who are DHH, guaranteeing each student a free appropriate public education (FAPE). MSD ensures academic and social excellence – rich in ASL and English literacy for all students from infancy to graduation. An American Sign Language (ASL)/English bilingual approach is used to support the acquisition, development, and use of ASL and English. Students are placed at MSD through the individualized education program (IEP) process by their resident school district and either attend school as a day student or live residentially. All students are transported to MSD by their local school districts. Students whose families choose for them to live residentially through the week are immersed in Deaf culture and participate in student life opportunities to develop self-advocacy, personal growth, leadership, and teamwork. MSD staff work collectively to empower students with a positive Deaf identity so when they graduate from MSD each student possess knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.

Reports to: Supervisor of Special Programs

Employment Information: Full-time, 10-month position

Qualifications
-At least a Bachelor’s degree from an accredited university in Special Education; Master’s degree preferred.
-Possession of or eligibility for appropriate certification from the Pennsylvania Department of Education.
-Understanding and knowledge of multiple disabilities and development.
-Experience working with special education individuals (e.g. cognitively challenged, emotionally disturbed, pervasive developmental delay, autism spectrum disorders).
-Fluency in American Sign Language.
-Understanding of and support for an exploratory, experiential approach to teaching and learning. Experience with an interdisciplinary and functional curriculum.
-Understanding of and experience with a culturally diverse population.
-Experience working with children of the age range to be served is preferred (Early Childhood, Elementary, Middle, or Secondary).
-Understanding and acceptance of communication principles which emphasize full accessibility to all communication in the school environment, the importance of self-expression and respect for each individual’s communication needs. (See statement of PSD’s Communication Philosophy and Principles.)
-Experience working as a member of an instructional team is preferred.

Professional Profile
-It is expected that teachers at PSD are up to date with current research and literature not only in Special Education but in education in general.
-They should exhibit a desire to learn, grow and experiment.
-Teachers should be willing to put in the time necessary to appropriately plan/prepare for instruction as well as attend professional workshops and seminars.

Responsibilities
-Classes will be taught to developmentally delayed, socially and emotionally disturbed, physically disabled, and students with specialized learning needs.
-Classes are arranged according to age, ability, and programming needs of the students.
-Teamwork is essential, as each teacher is involved with other teachers and aides in curriculum planning and instruction. In addition, teachers work with other support personnel (e.g. therapists, curriculum and behavior support staff, communication specialists) to provide an integrated and well-rounded instructional program for each student.
-Teachers are responsible for the development and implementation of IEPs with the involvement of parents and school districts, and for implementing instructional activities consistent with the educational mission and philosophy of the school.
-This approach requires unit planning and experience-based instruction, emphasizes a multicultural orientation involving the Deaf community and Deaf role models.
-Natural acquisition of language is expected of typically developing learners according to the principles of normal child growth and development. For more information, see the PSD Mission Statement.

Physical Demands
This position may require the following physical demands:
-Occasionally lift up to 15 pounds.
-Generally work in standard office conditions and climate.
-Work in a stressful environment dealing with a wide variety of challenges, deadlines and a varied diverse array of contacts.
-Regularly walk, sit, stand, kneel, crouch, stoop and reach with hands and arms.
-Manual dexterity to efficiently operate a computer keyboard and other business machines.
-Near vision sufficient to read written communications and computer display screen.

EMPLOYEE STATUS: Full Time, 12-month Non-Bargaining Unit Position

REPORTS TO: Director of Academic Affairs

QUALIFICATIONS:

-Master’s Degree in Deaf and/or Special Education or closely related field
-Principal Certification or the ability to obtain one
-Five (5) years of experience in an instructional setting OR equivalent combination of education and experience in a school setting or program for Deaf and Hard of Hearing students
-Have all Pennsylvania Department of Education required clearances for school-based personnel
-Strong knowledge of IDEA 2004 & PDE Chapter(s) 14/711
-Demonstrates specific knowledge of Federal Indicator 13 for post-secondary transition planning
-Experience in IEP development
-Strong report writing skills
-ASL- advanced proficiency required
-Collaborative leadership skills
-Best practices in instruction
-Strong technological background
-Strong interpersonal skills
-Understanding of and experience with a culturally diverse student population

RESPONSIBILITIES:
-Supervise those assigned by DAA
-Coordinate, maintain and/or support IEPs, goals, transition plans, schedules, lesson plans
-Recommend professional growth and development opportunities for faculty -members
-Participate in curriculum committee work in the development of curriculum designed for students’ unique needs, student assemblies and activities
-Plan, organize, and advertise school-sponsored events pertaining to post-secondary transition, such as career fairs, meet and greets, and virtual tours for students and families
-Oversee end-of-year assemblies and graduation
-Disseminate information about school disciplinary policies and procedures including handbooks to parents, students, staff and community
-Update Student Handbook annually
-Promote programs to stakeholders.
-Complete other duties as assigned

Physical Requirements and Work Environment:
-Occasionally lift up to 15 lbs.
-Generally works in standard office conditions and climate.
-Works in a highly stressful environment dealing with a wide variety of challenges, -deadlines and a varied and diverse array of contacts
-Regularly walk, sit, stand, kneel, crouch, stoop and reach with hands and arms
-Manual dexterity to efficiently operate a computer keyboard and other business machines
-Near vision sufficient to read written communications and computer display screen

PSD is committed to the full inclusion of all qualified individuals. As part of this commitment, PSD will ensure that persons with disabilities are provided reasonable accommodations. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact the human resources department.

TERMS OF EMPLOYMENT

Length of position: 12 months

Hours: 8:00 A.M- 5:00 P.M.

GENERAL DESCRIPTION

The Director of Student Support Services is responsible for providing direction and coordination of educational support services programs including admissions and assessment, counseling and psychological services, behavioral support initiatives, interpreting, speech and audiological services and physical and occupational therapy services. The Director of Student Support Services works collaboratively with other Division Directors, Principals, Supervisors, and the Superintendent in fostering a healthy school climate for living and learning.

The Director performs advanced (senior-level) program administration work. Work involves establishing program goals and objectives; developing program guidelines, procedures, policies, rules, and regulations; developing schedules, priorities, and standards for achieving program goals; evaluating program activities; developing and evaluating budget requests; and coordinating program activities. Plans, assigns, and supervises the work of others. Represents divisional issues and needs in the school’s Executive Leadership Team. Works under minimal supervision with extensive latitude for the use of initiative and independent judgment.

ESSENTIAL FUNCTIONS

Direct supervise and coordinate the Student Support Services Division programs and services to promote a safe, secure, and positive school climate, including supervision and evaluation of department heads.
Work with the Director of Instruction and Director of Student Life to develop and evaluate a variety of student support programs, projects, and activities related to the overall functioning and management of TSD’s programs.
Identify, train, support, and coach school-based student service providers as well as Interpreting, Sign Language Services and Admissions departments.
Provide support to ensure that student support service providers deliver appropriate services.
Empower providers to collaborate with staff to ensure integrated service delivery and best-practice strategies within their fields.
Oversee the school’s admission’s processes, including supporting and enhancing TSD’s relationships with Local Education Agencies (LEA) and advancing student enrollment at TSD.
Demonstrate skill in conflict resolution with staff, administrators, parents, and/or the community
Work with department principals in creating more effective campus guidance, behavior and other support programs.
Integrate the guidance and other support program curriculum with the TSD’s general curricula and instructional implementation strategies and the ways that the division supports instruction.
Plan and conduct needs assessments related to division operations.
Encourage and support the development and implementation of innovative strategies to meet identified needs of students. Involve program staff in evaluating and selecting materials to meet identified student needs and program goals.
Develop workable policies and procedures pertinent to the effectiveness of the division.
Develop and maintain a system of accountability to ensure that TSD meets state and federal mandates related to special education services.
Manage compliance activities related to IDEA, ESSA and Special Education.
Use relevant evaluative findings to determine the extent to which goals and objectives are met and to provide the basis for continuous program improvement.
Organize and cooperate with non-district personnel to augment the resources available to students.
Coordinate the planning of in-service and staff development programs to ensure that educational support programs are effectively implemented.
Serve as the program coordinator of the School Health as a Related Service (SHARS) and Medicaid Administrative Claims (MAC) programs.
Provide leadership for efficient and effective performance of assigned staff within district policies and procedures by assigning, supervising, and scheduling the work of assigned staff.
Serve as a member of the School’s Executive Leadership Team.
Budget

Responsible for budgets of the Student Support Services division
Plans budgetary needs for programs and ensures fiscal accountability
Provides information to Superintendent regarding budgetary needs for support operations.
QUALIFICATIONS REQUIRED

Bachelor’s Degree in Deaf and/or Special Education or closely related field
Five (5) years of administration experience in an instructional setting OR equivalent combination of education and experience in a school setting or program for Deaf and Hard of Hearing students
Collaborative leadership skills
Best practices in instruction
Strong technological background
Strong interpersonal skills
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED.
QUALIFICATIONS DESIRED

Experience in principles and practices of management in each assigned program
Master’s Degree in Deaf and/or Special Education, Counseling, Psychology, Child Dvelopment, or closely related field
Crisis Prevention Training (MANDT or comparable programs)
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

Superintentdent

MILITARY OCCUPATION SPECIALTY (MOS) CODE:

Director II, See page 4 of http://www.hr.sao.texas.gov/Compensation/MilitaryCrosswalk/ MOSC_ProgramManagement.pdf

TERMS OF EMPLOYMENT
Length of position: 12 months
Hours: 8:00 am – 5:00 pm

GENERAL DESCRIPTION
Serve as the Administrative Assistant to the Superintendent and assists the Executive Assistant in the overall management of the office; relieves the Superintendent of a wide variety of procedural and routine administrative details; provides information and assistance to students, faculty, staff and the general public. Performs advanced (senior-level) administrative support involving disseminating information, maintains filing of the office and works under limited supervision with latitude for the use of initiative and independent judgment.

ESSENTIAL FUNCTIONS
Administrative Support
Performs administrative support work for the Superintendent and Executive Assistant.
Maintains the Superintendent’s calendar.
Arranges and manages travel plans for Superintendent and Board members.
Monitors the Superintendent’s operating budget.
Composes, edits and maintains correspondence, reports, presentation material, meeting agendas, etc.
Researches, organizes, gathers data for reports, audits and budget.
Prepares and maintains files.
Responds to requests for information as needed.
Manages requests for funds from Activity Accounts.
Supports accounting for Foundation mini-grants and donations.
Assists in preparation of Board, School Leadership Council, Executive Leadership Team meeting materials.
Assists in preparation of special projects, including Retirement, Graduation, Opening of School and End of Year Celebrations, Homecoming, Holidays, Legislative Hearings, audits, etc.
Submits requests for services as needed, including interpreters, transportation and food.
Processes requests for overnight shipments as needed.
Performs work as assigned.
Office Management
Serves as timekeeper for Superintendent direct reports.
Maintains and troubleshoots all office equipment and calls for repairs as needed.
Screens and assists visitors, including students, staff, and parents as needed.
Receives incoming calls, taking messages and routing as appropriate.
Manages inventory of office supplies and equipment
Updates handbooks, manuals, and other documents as assigned.
Creates and processes purchase requisitions and may make purchases on the behalf of the Superintendent’s office.
School’s Administrative Procedures
Responsible for maintaining the school’s Administrative Procedures.
Develops a program to manage administrative procedures.
Ensures administrative procedures are updated in a timely manner.
Prepares and disseminates information related to the administrative procedures as needed.
Collects information, revisions and updates to administrative procedures and records the information.
Maintains an electronic file accessible by all staff and a physical file to be retained in the Superintendent’s Office.
NON-ESSENTIAL RESPONSIBILITIES
Assists the Master Calendar Coordinator in maintaining the School’s Master Calendar as needed.
Performs needed duties in the absence of other office staff.
Provides switchboard relief as needed.
Attends all necessary staff trainings appropriate for the position.
QUALIFICATIONS REQUIRED
Graduation from a standard senior high school or equivalent certificate
30 Semester hours of coursework from an accredited college or university
Five years of responsible administrative support experience
Education and experience may be substituted for one another with 30 semester hors equaling one year of the required years of experience.
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is INTERMEDIATE.
QUALIFICATIONS DESIRED
Bachelor’s degree from an accredited college or university
Experience working in special education
Two years of advanced administrative support work in an educational or public sector environment
Experience with Macintosh and personal computers to include the use of MicroSoft Office software, Apple Software, FileMaker Pro, various internet browsers, email, spreadsheets, databases, and word processors
Excellent knowledge of English usage, spelling, vocabulary, grammar, punctuation, business letter writing, and administrative support procedures
Advanced typing skills including the ability to type 55 words or more a minute
Ability to establish and maintain effective relationships with board members, administrators, teachers, other employees and the general public
Proficient sign communications skills
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 OCCUPATION SPECIALTY CODE: Executive Assistant III, see page 5 of http://www.hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_AdministrativeSupport.pdf

Serve as the classroom teacher and coordinator for the K-12 arts and humanities instructional program (e.g., Annual Art Show, community liaison, student field trips).

Design and provide quality, rigorous instruction aligned to the Kentucky Academic Standards and appropriate to address students’ individualized education plans (IEPs).

Implement a variety of instructional strategies and resources to meet the needs of students who are deaf and hard of hearing.

Establish and maintain a classroom environment that is effective for teaching and learning. Enforce district behavior policies and procedures.

Maintain accurate and complete records and prepare reports as required by school district policies, state and federal law or as assigned by the Principal.
Serve as a member of the ARC (Admissions and Release Committee) in determining eligibility of students for special education programs; assists in the development, implementation, monitoring and evaluating of IEP (Individual Education Plan).
Participate in required training relative to teaching assignments, supervisor approved professional growth plan, school/district initiatives, or as directed by the Principal.
Attend staff meetings and serve on committees as required.

Sponsor and attend extracurricular activities such as clubs, student organizations, academic contests and athletic events.

Perform other duties as assigned.
MINIMUM REQUIREMENTS:

Applicants must hold a valid Kentucky Teaching Certificate with the Educational Professional Standards Board for content area and grade level.

PREFERRED SKILLS:
Proficiency in ASL preferred. Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

POSITION: School Principal Hours: 8:00 am – 4:00 pm

12 month Vacation: 3 weeks (plus December break)
GENERAL RESPONSIBILITIES:

Serves as the Educational leader who brings together all resources available for the benefit of the school community, its students and their families.
Provides oversight of the best possible programming for all students (Preschool, School Age programs) in alignment with their educational goals, identifies and promotes achievement of instructional goals.
Provides leadership and oversight of all education programming (Article 43, School Age and Parent Infant Programs) consistent with all relevant policies and procedures (ie. NYSED, DOH, SJSD).
Works closely with all members of the Administrative Team and school community to promote the achievement of school wide goals.
Serves as the leader of the School Safety Committee and as the designee for the Executive Director in his/her absence. Assists the Executive Director by implementing all school wide goals, policies and procedures (i.e. SJSD Personnel Policies and SJSD Policies and Procedures Manual).

I. JOB FUNCTIONS – Include, but are not limited to, the following:

1. Supervises: All teaching Staff, Teacher Assistants, and the Educational Department Secretary in the 10 months and ESY programs.
2. Works daily in the classroom supervising assigned staff.
3. Conducts observations of students, scheduling and programming to insure implementation of IEP mandates, including academic and support services.
4. Attends annual District CPSE and CSE meetings as needed.
5. Evaluates student’s progress and initiate referrals for support services as needed.
6. Supervises and reviews the preparation of student records (attendance, IEPs, report cards, confidential folders, student files).
7. Supports staff in achievement of individual performance goals and objectives, to include documentation of observations and data performance meetings.
8. Implements school wide duty schedules to include content areas, specials, lunch, recess, arrival, dismissal, etc. Assists in implementing service provider schedules.
9. Works closely with the Curriculum Coordinator to monitor implementation of curriculum training, professional development and any curriculum adaptations to support the needs of deaf students. Assess and identify curriculum needs for the department. In conjunction with the Curriculum Coordinator, monitor unit plans and lesson plans.
10. Meets with classroom teachers to instruct, model, and support them as they implement instructional and assessment procedures related to the curriculum.
11. Acts as a resource person for the school on a daily basis.
12. Maintains and archives file of all necessary school year info (memos, class list, etc).
13. Is a visible presence throughout the day. Assist with supervision of students at breakfast, lunch, arrival and dismissal.
14. Interviews, recommends, and helps assign new hires. Evaluates and recommends terminations of direct care staff.
15. Attends parent-teacher conferences.
16. Coordinates department special events such as student incentive/rewards programs and graduations.
17. Facilitates and maintains open communications between staff and guardian/parents for both general school student specific information.
18. Develops and implements discipline procedures for all students. Assists with student disciplinary efforts by offering recommendations to the Child Study Team that will assist the child in achieving academic, social and emotional success.
19. Maintains and coordinates the School Safety Team, Emergency Plan, Fire Drills, NYFD Regulation requirements in conjunction with the Executive Director’s office.
20. Assumes responsibilities of School Nurse if substitute is unavailable.
21. Approves requests from staff for personal days or other leave time requests.
22. In collaboration with the social worker, creates and maintains parent contact to discuss/inform them of school related concerns.
23. Maintains a current main bulletin board to keep staff knowledgeable of all relevant correspondence and notices.
24. Develops and coordinates a Federal Budget in conjunction with Business Office Manager and Executive Director
25. Develops and coordinates the Educational Department Budget.
26. Assists with any responsibilities as defined by the Executive Director.

RELATED RESPONSIBILITIES

1. In the event of the absence of the Executive Director, assume full responsibility for the efficient running of the program, to include the execution of policies, regulations and professional matters within the school.

2. Serve as a member of:
• Administrative Council
• St. Joseph’s Advisory Council (when applicable)
• Child protection Committee
• Child Study Team

PROFESSIONAL QUALIFICATION/Requirements

1. New York Certification
a. School Building Leader (SBL) or School District Leader (SDL)
b. Education of the Deaf
c. General Education, Early Childhood Education, or Special Education (preferred)
d. American Sign Language Proficiency (ASLPI rating 4-5)

2. Experience
a. Three (3) years experience in supervision.
b. Three (3) years experience as a teacher of elementary/middle school.

3. Knowledge of Federal and States statutes and laws concerning educational programming.
4. Ability to perform duties as necessary for the efficient running of the school and/or as directed by the executive Director.
5. Fosters school wide instructional goals using a bilingual-bimodal approach.
6. Establish and foster a strong positive climate and culture among staff and students.
7. Design and implement professional development activities for staff.
8. Seek regular opportunities for their own professional growth through participation in educational/professional development activities and through organizational memberships, publications, conferences, etc.
9. Maintain professional standards wherein growth is encouraged, and is conducive to the educational process and the positive development of academic, social and emotional skills for students.
10. Must maintain confidentiality and professionalism.
11. Knowledge of and ability to use technology (i.e Microsoft Office, Excel, Zoom, Google).

PERSONAL QUALIFICATIONS
Possess:
1. Ability and willingness to communicate effectively with all staff, students, families and public.
2. Ability to clearly articulate in English and American Sign Language (ASL).
3. Ability to motivate, encourage, and work with staff to ensure outstanding performance.
4. Ability to be decisive, flexible and open to change.
5. Ability to assume a leadership role and maintain professional integrity.
6. Excellent communication and interpersonal skills.
7. Ability to participate collaboratively and effectively in team settings.
8. Ability to create an atmosphere of mutual trust, respect, and openness.

REPORTING RELATIONSHIP
Reports directly to the Executive Director.

POSITION: Teacher of the Deaf
Hours: 8:30a.m – 3:00 p.m.; Thursday 8:30a.m – 4:00p.m
● 10-month position Schedule-Follow Professional Calendar
Lunch 50 Min/ 25 Min when on duty
● 182 days
● Plus 2 parent meetings (evenings)

CLASS RATIO: 6:1:1 or 6:1:2

PRIMARY RESPONSIBILITIES:
To work in a collaborative manner with colleagues to assure the educational, social-emotional development of students with various
disabilities; teach Upper or Lower School subjects according to NYS Common Core Standards. Follow NYS Education Department
(SED) Part100 and 200 school regulations with necessary adaptations for individual IEP goals.

I. CURRICULM AND INSTRUCTION:
Develop unit plans, lesson plans and maintain plan books in curriculum areas according to NYS requirements with consideration of
needs and abilities of diverse student learners.
● Follow daily program teaching points of lesson plans, and best practices as they relate to the lesson.
● Leave planned lessons and materials available at all times for acquired substitute.
● Implement special education approaches with approval of Supervisor and within framework of school philosophy and goals.
● Prepare special programs and/ or shows for schoolwide activities as needed.
Prepare IEP’s. Review and update as required.
● Keep currently aware of capabilities and limitations of each child through daily ongoing evaluation
of student records, and teacher developed and standardized testing.
● Study and utilize each child’s learning style.
● Obtain and analyze student-writing samples annually.
II. LANGUAGE/ COMMUNICATION:
● Use of listening and spoken language approach to maximize auditory development.
● Support student’s optimal auditory access and use of amplification by conducting daily listening checks.
● Monitoring student’s amplification use throughout the day.
● Communication/collaboration with audiologists and speech teachers regarding student’s amplification use and function.
● Knowledge regarding audiograms and student’s hearing loss, aided and unaided hearing levels, equipment devices
● Promote each child’s age appropriate independence with their own equipment.
III. REPORTS:
● Prepare suitable educational reports for New York State Education Department, clinics and other
related agencies as requested.
● Preserve samples of children’s work.
● Prepare and update confidential educational folder for each student in June for receiving teacher.
● Prepare report card grades.

IV. MANAGEMENT:
● Manage behavior in class and seek counsel and assistance for complex behaviors.
● Share duties and special supervision according to scheduling and department needs.
● Support all facets of student development.

V. RELATED RESPONSIBILITIES:
● Participate in conferences with supervisor according to schedule or as necessary.
● Participate in conferences as pupils’ or parents’ need indicate.
● Participate in multi-discipline staff conferences as requested by supervisor.
● Participate in staff meetings as scheduled.
● Work cooperatively with Speech Teacher and other supportive staff.
● Supervise and plan with teacher assistant/aides and/or student teachers.
● Prepare evaluations of teacher assistants/aides annually.
● Use available school resources for continuing professional development.
● Initiate recommendations for improvement of school programs and general functions.
● Monitor all classroom and personal amplification systems, and report needed repairs promptly.
● Participate in team meetings with hospitals and clinics, as requested by supervisor.

PROFESSIONAL QUALIFICATIONS:
1. B.A. or B.S. in an Education related area.
2. MA in Education of the Deaf or complementary area of Education if B.A. or B.S. in Education of Deaf.
3. NYS Certification in Education of Students who are Deaf
4. N-6 or Early Childhood Education, if applicable.
5. LSLS AVEd certification .

MINIMUM REQUIREMENTS BEYOND PROFESSIONAL PREPARATION:
1. Willingness to participate in in-service programs offered by the school and to engage in course work recommended by
administration as an indication of continuing professional growth.
2. Ability to work with atypical learners.
3. Ability to utilize multi-disciplinary recommendations, in overall programming and/or specific interventions.
4. Possess positive preventative behavior management skills.
5. Ability to work as a team with another adult in the classroom setting.
6. Ability to work collaboratively with school staff across grades, disciplines and responsibilities.