JOB DESCRIPTION: (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 eff ectively 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 Certifi cation 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.

JOB DESCRIPTION: (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 eff ectively 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 off ers 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 Off ender 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.

The Special Education Coordinator at Metro Deaf School is responsible for ensuring full compliance with all federal (IDEA) and state (Minnesota Department of Education) regulations related to special education. This role provides leadership, training, and direct support in the areas of IEP development, evaluations, procedural compliance, and staff mentorship. The Special Education Coordinator serves as a liaison between staff, families, school districts, and external agencies.

JOB DESCRIPTION: (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 eff ectively 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 Off ender 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.

JOB DESCRIPTION: (Detailed Position Description provided upon request)
This position is part of a multidisciplinary Outreach Team that provides services and resources to support children who are deaf and hard of hearing (DHH) via direct and/or consultative services for the families, early intervention programs, school districts, and professionals who serve them. Evidence-based practices in bilingual deaf education are emphasized. This position will conduct consultations, observations, and/or evaluations for students receiving Outreach services, including Language Assessment Program (LAP) evaluations. LAP evaluations assess, monitor, and track language developmental milestones in American Sign Language (ASL) and/or English of children from birth through age 8 who are DHH. This position will complete all scheduled reports, including, but not limited to, language assessment program evaluations, and others as assigned by the specifi ed due date to maintain current records. They will also interpret evaluations, assessments, and therapy progress/prognoses to parents, students, staff , and other authorized personnel and participate in IFSP, IEP, and student team meetings as needed. Additional duties may include providing consultative support, early intervention services, and resources for DHH children ages 3-21 and presenting at and participating in training and conferences.
This position requires travel throughout Kansas and may require overnight stays. Requires
flexibility in working hours. Applicants do not need to live in the Kansas City metro area to be eligible for this job.
Attend all required meetings; use appropriate communication skills.
REQUIRED COMPETENCIES:
● Hold valid licensure as an Early Childhood Special Educator, Early Childhood Unified, Teacher of the Deaf or Speech-Language Pathologist (related fields may be considered)
● Proficiency in ASL and written English (ASL and English skills will be assessed)
● Knowledge and/or experience in working with children who are DHH
● Knowledge of educational law and guidelines applying to IDEA
● Knowledge of evaluation and assessment procedures, testing protocols, communication modes/methods, and language development for DHH children
● Able to work collaboratively with professionals from different disciplines, families and/or caregivers, and service providers
Preferred COMPETENCIES:
● Proficiency in other languages and/or sign systems
● Knowledge and/or experience in working with children who have multiple disabilities
● Understand language milestones/language development in ASL and English in children from birth through age 8, and be able to identify subtleties/approximations of language presented by the child
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 conducted through the Kansas Bureau of Investigation, Backgrounds Plus, the Kansas Department of Children and Families, and the Dru Sjodin National Sexual Off ender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment) must be completed by a medical provider at the employee’s expense, along with a health certificate.

General Position Summary – This position directs and manages all functions of the Michigan School for the Deaf (MSD) campus including direct programs and services to MSD students, statewide outreach services to students of the deaf or hard of hearing community, campus central office functions, and facility maintenance. Additionally, this position also manages and facilitates all MSD communication between intermediate school districts (ISD), local school districts, student’s parents and the deaf and hard of hearing communities and serves as the point of contact for the Office of Special Education (OSE). Lastly, this position oversees the residential programming at MSD. This position serves as a second-line professional manager, supervising the School Principal 14, Departmental Analyst 12 (HR Liaison), Departmental Manager 14 (Youth Dorm Manager), and Department Manager 13(Business Manager).

https://mcsc.state.mi.us/AgencyPDFs/MSDSAM15.pdf

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a skilled and committed Staff Interpreter to support communication access across student and staff interactions. This position reports to the Interpreting Department Head and plays a key role in delivering equitable access to educational and organizational activities throughout our vibrant community.

Your Impact
As Staff Interpreter, you will provide interpreting services across student and staff settings — including therapies, specials, meetings, and school events. You will partner with educators, clinicians, administrators, and peers to support multilingual communication and ensure students and staff experience full participation in our learning environment.

Key Responsibilities
• Provide high-quality ASL/English interpreting services across a range of campus settings
• Interpret for students in classrooms, therapies, community outings, IEP meetings, and events
• Support communication access for staff during meetings, training, and professional development
• Interpret solo or in teamed environments, including with Deaf Interpreters
• Apply RID Code of Professional Conduct and uphold confidentiality at all times
• Demonstrate cultural humility, professionalism, and flexibility in diverse communication environments
• Actively engage in ongoing professional development and self-evaluation
• Collaborate with the interpreting team and participate in internal school-wide initiatives

What We’re Looking For
• Associate’s or Bachelor’s degree in interpreting, deaf education, or a related field
• Minimum of 3 years of experience in educational or related interpreting settings
• Certificate with a score of 3.5 or higher on the Educational Interpreting Performance Assessment (EIPA)
• Additionally, must meet two or more of the following:
• National Interpreting Certification (NIC) from RID
• MCDHH screening certificate/documentation
• Transcript from accredited interpreter training program
• Documentation of successful experience in educational interpreting
• Strong cultural and linguistic competency in Deaf, DeafBlind, and Hard of Hearing communities
• Demonstrated professionalism, team collaboration, and communication adaptability
• Commitment to supporting access across all modalities, including AAC when needed

Work Environment & Physical Demands
This is a 12-month faculty role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This role involves physical presence across a variety of settings and may require walking, standing, or traveling between classrooms or community locations. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a dedicated and experienced Speech-Language Pathology Assistant (SLPA) to join our team of professionals. This position reports to the Director of Related Services and plays a vital role in supporting communication access and therapeutic programming across our diverse student population.

Your Impact
As SLPA, you will work in close collaboration with CCCBSD’s team of Speech-Language Pathologists to provide direct communication services to students in individual and small group settings. You’ll support AAC implementation, contribute to data collection and reports, and help meet the unique and varied language needs of students through evidence-based and student-centered practice.

Key Responsibilities
• Provide direct communication services to students in individual or small group settings
• Implement AAC systems and communication strategies under supervision of SLPs
• Collaborate with SLPs on planning, progress tracking, and quarterly reporting
• Support consultation across multidisciplinary teams
• Maintain timely documentation and uphold program standards
• Participate in weekly professional development and team meetings
• Contribute to a culture of language access, inclusion, and growth

What We’re Looking For
• Certificate of Clinical Competence in Speech-Language Pathology Assistant (C-SLPA) required
• Experience supporting students who use AAC devices or alternative communication systems
• Strong understanding of communication development and therapy best practices
• Experience working with students who are Deaf, Hard of Hearing, or have multiple disabilities
• Working knowledge of ASL preferred; interpreters available and ASL classes offered
• Excellent interpersonal, organizational, and collaboration skills
• Ability to contribute to a positive and inclusive team environment

Work Environment & Physical Demands
This is a 12-month role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This position requires regular presence in classrooms and therapy spaces. Candidates should be able to support students across settings and assist with positioning, lifting (up to 40 lbs.), or behavior support as needed. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a mission-driven and collaborative Life Skills Coach to support our students in building the vocational, community, and life skills needed for adulthood. This position reports to the Director of Related Services and partners closely with CCCBSD’s Transition Specialists to lead on- and off-campus instruction.

Your Impact
As Life Skills Coach, you will help students acquire real-world skills in work, community, and social settings. You’ll deliver individualized coaching, implement vocational programming, and foster independence in students aged 14–22. This is a team-oriented role supporting both the development of student outcomes and staff success.

Key Responsibilities
• Assist in the design, organization, and implementation of on-campus and off-campus life skills and vocational programming
• Oversee student instruction in areas such as job coaching, community travel, and independent living
• Develop and maintain community-based instructional placements in collaboration with transition staff
• Support students in meeting employer expectations and adapting to job site environments
• Integrate IEP goals and social/emotional learning into community-based instruction
• Create visual supports, teaching materials, and customized instructional strategies
• Communicate effectively across multiple modalities including English, ASL, and AAC
• Build positive relationships with students, families, and interdisciplinary teams
• Participate in student safety planning, staff training, and data documentation
• Collaborate on school-wide initiatives and contribute to a culture of dignity, inclusion, and growth

What We’re Looking For
• Undergraduate degree in special education, human services, or a related field
• Minimum of 3 years of experience supporting students with disabilities; preference for experience with ages 18–22
• Experience with community-based instruction, vocational programming, or job coaching
• ASL proficiency preferred; ASL classes are available for all staff
• Ability to support students in a variety of educational and community settings
• Strong communication, organization, and problem-solving skills
• Comfort with physical support, redirection, or coaching when needed
• Flexible and team-oriented approach to working with students and staff

Work Environment & Physical Demands
This is a 12-month position aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This role involves physical activity and frequent transitions between classroom, community, and work settings. Candidates should be comfortable supporting students with varying mobility and behavior needs and lifting up to 40 lbs. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.

Make a Lasting Impact
At The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD), we provide transformative, person-centered education and services for deaf and/or disabled individuals in a language-rich, inclusive setting. We envision a world where Deaf and disabled individuals, their families, and communities thrive with dignity, purpose, and joy.

We are seeking a dedicated and collaborative Transition Specialist to join our team. This position reports to the Director of Related Services and plays a vital role in preparing students for successful post-secondary outcomes through individualized planning, vocational experiences, and community partnerships.

Your Impact
As Transition Specialist, you will support students in developing the skills and experiences needed to achieve their post-school goals. You’ll lead transition planning in partnership with families, educators, and adult service providers — guiding students through vocational training, life skills instruction, and self-advocacy opportunities in both school and community settings.

Key Responsibilities
• Coordinate transition services for students engaged in vocational and life skills programming
• Develop on-site and community-based work experiences aligned with student profiles
• Collaborate with families, educators, clinicians, and adult agencies to support individualized transition plans
• Facilitate student-centered IEP components (e.g., Transition Planning Form, Summary of Performance)
• Guide students in building self-advocacy skills and participating in their own transition process
• Support use of assistive technology and AAC tools that promote student independence
• Serve as liaison with community partners, employers, and adult service agencies
• Coordinate logistics and planning for the annual graduation ceremony
• Organize school-based events that promote post-secondary success
• Maintain transition portfolios, documentation, and compliance with DESE standards
• Participate in cross-program collaboration and professional development initiatives

What We’re Looking For
• Bachelor’s degree required; coursework in vocational education, special education, deaf education, or human services preferred
• Prior experience supporting transition-aged students, including job coaching or agency collaboration
• Strong knowledge of IEP transition components, post-secondary planning, and disability services
• Experience navigating community-based settings and building external partnerships
• ASL fluency or willingness to learn through CCCBSD-sponsored classes
• Ability to foster trusting relationships with students, families, and interdisciplinary teams
• Strong documentation, planning, and communication skills
• A collaborative, adaptable, and student-centered mindset

Work Environment & Physical Demands
This is a 12-month role aligned with CCCBSD’s academic calendar, including school vacations in December, February, April, June, and August. The summer session runs for six weeks beginning the week after the July 4th holiday, with Fridays off.

This position involves travel between classrooms and community sites. Candidates should be comfortable supporting students across diverse environments and may need to assist with transitions, transportation, or job-site coaching. Participation in emergency preparedness drills is required. CCCBSD provides reasonable accommodations to ensure accessibility and success in the role.