SUMMER CAMP COUNSELOR

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 hearing impaired 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 direction of the Camp Director shall have primary responsibility for the welfare and safety of the campers during their stay at camp.

PRIMARY DUTIES

Under the direction of the Camp Director:

Will instruct, on a scheduled basis, a series of classes in a specified area and shall be responsible for a beginning and end of summer inventory in that specific area.
Will participate in and be responsible for the planning and implementation of evening activities on a scheduled basis.
Will teach recreation, arts and crafts, leadership skills, literacy and socialization activities to campers.
Will supervise and teach campers personal hygiene and safety.
Will cooperate with directors, team leaders, and food service personnel in program planning and supervision.
Will supervise campers in daily camp activities that include a variety of outdoor activities (walking, hiking, swimming, arts and crafts).
Will reside in the cabin with campers and assist with overnight monitoring.
All other related duties as assigned.

MINIMUM REQUIREMENTS

Applicants must have a High School diploma
Sign Language communication skills
Prior experience in education, childcare and/or counseling with deaf and hard of hearing children. Prior camp experience preferred.
Minimum age recommended is 21.

SALARY AND BENEFITS

Compensation range is dependent upon experience and training.

RESIDENTIAL COUNSELOR

The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth, and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners.

ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list, then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone.

Schedule:
Friday: 12:30pm – 10:45pm
Saturday: 8:30am – 10:45pm
Sunday: 8:30am – 11:00pm

SCOPE OF DUTIES

Under the supervision of the PACES or Core Dean of Students, and/or the Coordinator of Student Support Services, the Residential Counselor is responsible for the supervision of children and adolescents during school and/or out-of-school hours and the assumption of other responsibilities as designated by the PACES or Core Dean of Students, and/or Student Support Services Coordinator

PRIMARY DUTIES

Responsible for the supervision of emotionally/behaviorally-disordered deaf and hard of hearing children and youth during in or out-of-school hours, including meals.
Planning and carrying out activities designed to promote personal and social growth.
Responsible for encouraging to students to maintain good personal hygiene and attire, including bathing and feeding.
Assist students with mobility.
Encourage students to engage in extra-curricular activities.
Implementation of Positive Behavior Intervention Support (PBIS).
Participation in planning and staff conferences with academic and residential staff.
Participation in staff training and in-service activities, including Physical/Psychological Management Training (PMT) workshops.
Must be able to lift 50 pounds on a regular and frequent basis.
Responsible for reports and daily logs.
Works cooperatively with all teachers, residential staff and other support staff.
Other related duties as assigned.

EDUCATION / SKILLS

Ability to work in a collaborative team setting.
Ability to anticipate potential issues and re-direct or de-escalate behavior.
Demonstrates good judgment, dependability.
Proficient with writing reports
Ability to resolve conflict
Ability to manage crisis situation
Demonstrates high levels of patience, empathy, and respect.
Demonstrates an understanding of cultural diversity and embeds that knowledge into practice

SALARY AND BENEFITS

Non-exempt, 12-month position
Salary based on guidelines of the Union Pay Scale
Retirement, group health insurance, and other fringe benefits are available
$1000 sign on bonus after one year of service

ASD is ALL ways able. Should you require an accommodation for applying to this position, please contact the Human Resources Department at: [email protected]

The American School for the Deaf does not discriminate on the basis of an individual’s age, ancestry, color, genetic information, learning disability, marital status, past or present history of mental disability, intellectual disability, national origin, physical disability, race, religious creed, sex (including pregnancy, transgender status, gender identity or expression, sexual orientation, or civil union status) work place hazards to reproductive systems, and criminal record (in state employment and licensing).

All resumes are reviewed. The most qualified candidates will be contacted to interview.

Principal
Full-Time/Exempt (EMS II)
Vancouver, WA

This recruitment will tentatively close on March 31, 2025. We reserve the right to make a hiring decision at any time. It is in your best interest to submit materials as soon as possible. Applicant materials are reviewed weekly.

Our Agency: The Washington Center for Deaf and Hard of Hearing Youth (CDHY) is an educational community and statewide resource that provides leadership and support in educational programming for children who are deaf and hard of hearing, their families, and the service providers who support them. Our agency offers a variety of services including academic, residential, outreach services, and professional development. CDHY celebrates all language experiences and deaf culture. We are committed to providing the best individualized learning experience for all students we serve. Washington School for the Deaf is the campus school for the Center and offers educational programming for preschool through age 21 in Vancouver, WA.

Our Staff: Our employees are more than just workers. They are part of a community, network, and family. Each staff member serves as a role model to students. We’re looking for people that can contribute, grow, think, and dream. We thrive in a culture that embraces diversity and rewards imagination. CDHY is committed to diversity, equity and inclusion! Our agency strives to create an inclusive and diverse learning community with emphasis on access, success, and equity by recruiting, retaining, and ensuring the success of diverse students, faculty, and staff. CDHY aims to build a community that values and respects one another by providing the best learning environment for faculty, staff, and student success.

About the position:
CDHY is seeking a skilled, culturally competent school administrator to provide instructional leadership at the Washington School Deaf campus location in Vancouver, Washington. Washington School for the Deaf is an ASL-English Bilingual campus. This position reports to and works with the Director of Instruction (DOI) to plan and manage the comprehensive Pre-K to 12th grade academic program. This position requires strong teaming skills and is an integral member of the Academic Leadership Team.

The position is responsible for the supervision of the following preK-12 Academic Staff:
Teachers of the Deaf
School Counselors
Librarian
Speech Language Pathologists
ASL Specialist Aide

Additionally, this position will be responsible for oversight of:
School Improvement Plan, Special Education Coordination Team (SECT), academic programs within the Multi-Tiered System of Support.

Teaming opportunity: This position works closely with a core group of administrators responsible for running the school: Academic Leadership Team (ALT).

ALT consists of:
Executive Director
Director of Instruction
PreK-12th grade principal
Assistant principal (Academic dean)
Curriculum and Assessment Coordinator
Transition Coordinator

The principal also participates in agency-wide leadership team meetings, school improvement planning meetings, department meetings, PLCs and special education meetings as necessary.

Duties:
Leadership: Supervises, directs and provides support to educational professionals to include performance management (performance expectations and evaluations), development of in-training and professional development plans, provides mentorship, coaching and consultation to educational staff members; monitor student performance data to inform instructional practices and support needs; participates in recruitment and candidate selection processes; co-leads Academic Staff and Elementary/Secondary meetings; serves as a member of the Academic Leadership Team (ALT), Special Education Coordination Team (SECT), and various committees (i.e. Safety Committee, Pro-Equity Anti-Racism (PEAR) Committee, and Emergency Procedures Planning Committee.) This position also serves as a member of the agency’s Leadership Team (LT).

Fiscal Management: Monitors, analyzes, and makes decisions regarding department budgets and expenditures; participates in allotment planning for fund allocation; ensures departmental compliance with accounting and ethical rules regarding state funds; may be assigned to participate on ad hoc committees (i.e. capital and minor works project teams).

Policy and procedure: Works closely with agency leadership to research, develop and edit school policies, procedures and handbooks; provides training and response to policy compliance needs as required.

Direct service: While not directly responsible for student behavior, the principal works closely with the assistant principal. The principal interacts with and maintains healthy relationships with students and families; participates in Individual Education Planning (IEP) activities, communicates directly with parents and guardians as needed; participates and leads activities for family and student engagement.

Qualifications:
Masters in Deaf Education, School Administration, Special Education or related field.
At least five years of direct instruction or professional education service to Pre-K to 12th grade deaf and hard of hearing students.
Obtain or ability to obtain Washington State Administrator (Principal) credential.
Previous school administration experience is preferred.
Must be able to fluently communicate using American Sign Language (ASL) and written English.
Ability to interpret rules, regulations, laws, and other policies related to educational programming.
Ability to demonstrate and maintain excellent problem-solving, decision-making, and communication skills.
Excellent organizational skills and ability to meet productivity standards to achieve assigned timelines and benchmarks.
Ability to demonstrate leadership and cultural competencies:
Strong knowledge of K-12 curriculum, instruction, and assessment.
Familiarity and experience working with a deaf and hard of hearing environment with emphasis to language acquisition and deaf culture.
Facilitation and leadership ability to lead groups of professionals to achieve strategic goals.
Ability to influence and motivate professionals to continue to strive toward programmatic improvement.
Ability to adapt to changing operational needs, conditions and responsibilities.
Ability to implement change and communicate with employees to reduce concerns, address issues and provide clarity when needed.
Ability to assist with conflict management and resolution.
Ability to lead data-driven decision-making to enhance teaching and learning outcomes.

Supplemental Information:

CDHY is an Equal Opportunity Employer.
The candidate selected for this position will be required to pass federal and state criminal background screening.

This position is eligible for full benefits (medical, dental, vision, long-term disability, life insurance, and retirement).

Please provide your resume, cover letter, and at least 3 professional references.

Limited remote/telework options are available for this position during annual school closures.

This position is scheduled to work 11 months, with breaks during school closures.

Salary information:

$95,000 – $122,000 Annually

Perform all the duties prescribed by state laws and policies.
Exercise the duties designated by the ISD School Board and mandated by statutes.
Serve as the primary advisor to the ISD School Board in all policy development matters.
Provide educational leadership and direction for the school board, all employees, and collaborative programs in the community.
Represent school interests on vital legislative issues, task forces, and committees.
Review and evaluate organizational effectiveness, strategic planning, and goals.
Be the school corporation’s representative to community groups, organizations, government agencies, and individuals invested in school programming.
Provide general oversight of the school and be responsible for the efficient operations of school programs and the Indiana Deaf Children Foundation (IDCF), especially the fundraising of the IDCF.

Collaborate with the Principal and other administrators to develop and implement policies, procedures, and programs that support the academic, social, and emotional development of Deaf and hard-of-hearing students.

Provide guidance and support to students, parents, and staff to address individual needs, behavior management, and academic progress. Foster a supportive and inclusive school climate where all students feel valued and respected.

Work with the Principal, teachers, and other specialists to ensure that instructional programs are aligned with state standards, curriculum frameworks, and best practices for Deaf education.

Monitor the implementation of effective teaching strategies and interventions to support student learning.

Foster positive relationships with parents, families, and community stakeholders to promote open communication, collaboration, and involvement in the school community. Organize outreach events, workshops, and informational sessions to support parent engagement and involvement in their child’s education.

Collect, analyze, and use data to monitor student progress, identify areas for improvement, and make data-driven decisions to enhance student achievement. Use assessment data to develop action plans, set goals, and track outcomes related to student learning and growth.

Design, develop, and implement comprehensive professional development programs based on the needs assessment of teachers, staff, and school leadership.

Ensure compliance with state and federal special education laws, regulations, policies and mandates.

Collaborate with residential Director of Student Life to develop and implement policies, procedures, and guidelines for dormitory life, including student schedules, routines, and expectations.

Conduct regular walkthroughs and inspections of residential facilities to ensure compliance with safety regulations, cleanliness standards, and maintenance protocols.

Supervise and evaluate staff.

Serve as District Assessment Coordinator.

Performs other duties as assigned.
KNOWLEDGE OF:
• Evidence-based instructional strategies for Deaf education.
• Universal Design for Learning (UDL) principles to create inclusive and accessible learning environments for diverse learners.
• Differentiated instruction to meet the varied needs, preferences, and learning styles of Deaf and hard-of-hearing students.
• Assessment tools and strategies for evaluating the academic, linguistic, and social-emotional development of Deaf students.
• Ability to analyze assessment data, progress monitoring results, and student performance indicators to inform instructional decision-making and goal setting.
• Knowledge of best practices for conducting assessments in accessible formats and providing accommodations for deaf learners.

MINIMUM REQUIREMENTS:
• Must have Professional Certificate for Instructional Leadership- Principal for all Grades, Level 2.
• Experience in Deaf/Hard of Hearing education.
• Required SLPI Level- Advanced.

This position functions as the manager of the residential programs on the Michigan School for the Deaf (MSD) campus. The position is responsible for overseeing, creating and directing the programming and activities for students in the residential program. The position will also oversee and direct the coordination of training and services pertaining to the day-to-day activities of students residing at MSD. This position generates and carries out policy, oversees staff who provide direct care to the student, and serves on the staff team working to create a healthy environment to bring about positive changes in the behaviors, attitudes, and values of students in the residential program.

(Detailed Position Description provided upon request)
The role of the Secondary P.E. Teacher is to plan and implement lessons and instruct and guide deaf and hard-of-hearing students at the secondary level. Frequent communication with students and staff is essential to the success of this position.
Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Plan, prepare, and deliver lessons according to student abilities and educational needs;
differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for all learning activities.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Develop and implement individual student goals, instruction, and schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Follow school improvement goals and plans.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12) and/or Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS:
All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas
Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the Secondary Special Education Teacher is to teach deaf and hard-of-hearing students, including those with moderate to severe disabilities.

Instructional Activities:
● Teach deaf and hard-of-hearing students, including those with moderate to severe disabilities, at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books; contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Collaborate with staff, parent(s)/legal guardian(s), and external agencies to ensure appropriate services are provided.
● Attend bilingual education training and implement bilingual methodologies.
● Complete all required reporting, including but not limited to student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned.
● Work with general education teachers to plan curriculum, instruction, and student support for students both inside and outside of the special education classroom, including but not limited to consulting classroom teachers regarding appropriate classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS: Bachelor’s degree in Special Education; Degree in Deaf Education and/or Hard of Hearing (7-12) (preferred, but not required); Degree or Endorsement in Special Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the Elementary Teacher is to teach deaf and hard-of-hearing children in an accessible and inclusive learning environment.

Instructional Activities:
● Teach deaf and hard-of-hearing students, including those with moderate to severe disabilities, at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
● Plan, prepare, and deliver lessons according to the student’s abilities and educational needs; differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for learning activities; follow school improvement goals and plans.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books; contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Collaborate with staff, parent(s)/legal guardian(s), and external agencies to ensure appropriate services are provided.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Complete and turn in all student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned, to the designated individual, by the due date, to maintain current and accurate school records as mandated by the State.
● Provide instructional direction to paraprofessional support staff, including but not limited to assigning activities, providing guidance, and instructional oversight.

Communication:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Use appropriate, professional terms when discussing students, their strengths, and areas of concern or opportunities for growth.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Promote a positive work environment by having appropriate on and off-campus interactions with students and their parent(s)/legal guardian(s).
● Work with Bilingual Specialist to improve skills to an appropriate level in the assigned area.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS: Bachelor’s degree in Education; Endorsement in Deaf Education and/or Hard of Hearing (PreK-12), Bilingual Education (as applicable), Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI) Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs, bilingual methodology, ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the KSTAR Teacher is to teach young deaf and hard-of-hearing adults 18-21, enrolled in the KSTAR program. KSTAR offers specialized programming for students who have completed the requirements necessary for obtaining their high school diploma. The program curriculum is transition-focused with community-based work instruction including but not limited to independent living, career and employment, and college and/or technical training.

Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Develop and implement individual student goals, instruction, and schedules.
● Track students’ instruction, activities, and progress; coordinate student schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Complete individual student skills and/or individual performance checklist(s)
● Complete person-centered planning with students.
● Collaborate with principal, transition coordinator, career teacher, student life dean, and apartment coordinator.
● Provide instructional direction and supervise job coaches, including but not limited to assigning activities, providing guidance and instructional oversight; and coordinating job coach schedules.
● Share the KSTAR Program with seniors throughout the State.
● Develop business partnerships; seeks community and work opportunities for students.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12);
Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.