Full time- Exempt/Salary

Full time, Part time, as needed (substitute)

$1,500 Sign-on Bonus
Housing Resources Available
Tuition Reimbursement
Benefits include: Health; Dental; Vision; Life and Disability Insurance; Employer-Matching 403B; Sick/Personal/Vacation Time; Flexible Spending and Dependent Care
ASL Proficiency Required

TLC Diversity Statement:

The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About Marie Philip School:

MPS enrolls nearly 200 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click here.

For our Mission, click here.

We are looking for dynamic, charismatic and energetic educators to join our family and support our deaf and hard of hearing students! We are looking to fill positions in the following departments:

Early Childhood Center
Elementary
Middle School/High School
Special Needs Classroom
POSITION SUMMARY:

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

FUNCTIONS AND RESPONSIBILITIES:

Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.
Uses assessment to drive classroom instruction (formative and summative assessments).
Plans instruction effectively, engages learners and uses appropriate instructional techniques.
Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.
Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.
Writes annual IEP student goals and works steadily to help students attain these goals and reports IEP progress quarterly; Attends IEP meetings.
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements

• Massachusetts State Teacher Certification (or certification from a reciprocal state)

• Master’s Degree in Deaf Education

• Prior experience working with children preferred

• Verbal and written communication skills are at sufficient level to ensure effective communication

• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency

• Ability to work effectively as part of an educational team

This position is open on a rotating basis, until all vacancies are filled.

Full time-Exempt/Salary

$1,500 Sign-on Bonus
Housing Resources Available
Tuition Reimbursement
Benefits include: Health; Dental; Vision; Life and Disability Insurance; Employer-Matching 403B; Sick/Personal/Vacation Time; Flexible Spending and Dependent Care
ASL proficiency required

TLC Diversity Statement

The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About Marie Philip School:

MPS enrolls nearly 200 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click here.

For our Mission, click here.

POSITION SUMMARY:

The school librarian/library media specialist works with both students and teachers to facilitate access to information by the acquisition, organization, and dissemination of resources appropriate to the learning needs of the full age and ability range within the school community.

FUNCTIONS AND RESPONSIBILITIES:

Participate in the implementation of planned learning experiences for all ages and abilities of students by providing group instruction.
Collaborate with teachers and others to plan and implement meaningful experiences that promote a love of reading and lifelong learning.
Collaborate to design, teach, and assess learning experiences that incorporate inquiry learning, information literacies in their formats, critical thinking and self-assessment.
Teach students to build on prior knowledge to construct new knowledge.
Participate in the curriculum development process to ensure that the curricula include the full range of literacy skills (information, media, visual, digital and technological literacy) necessary to meet content standards.
Develop and maintain a collection of resources appropriate to the curriculum, the learners, and the school community that support the racial equity and inclusion.
Use existing and emerging technologies to support teaching and learning, communicate with students, teachers and families, and provide access to library services.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
Master’s Degree in Library Science or related field
Licensed by Massachusetts DESE or willingness to become licensed
Strong bilingual (ASL and English) skills required
Ability to work with deaf students from preschool through high school.
Ability to provide accommodations and modifications to instruction to ensure access for all students.
Ability to work independently.
Excellent interpersonal skills.

This position is open until filled.

Full Time/Exempt

$1,500 Sign-on Bonus
Housing Resources Available
Tuition Reimbursement
Benefits include: Health; Dental; Vision; Life and Disability Insurance; Employer-Matching 403B; Sick/Personal/Vacation Time; Flexible Spending and Dependent Care
ASL Proficiency is required

TLC Diversity Statement:
The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click here.

For our Mission, click here.

POSITION SUMMARY:

The Human Resources Director is responsible for overseeing, developing, and executing human resource strategy and initiatives in support of the overall business plan and strategic direction of TLC. Specific areas of focus include: HR expertise, staff recruitment and retention, policies, practices, and compliance, and ensuring that all aspects of human resources at The Learning Center for the Deaf are effectively managed.

FUNCTIONS AND RESPONSIBILITIES:

Oversee all Human Resource issues including performance management, recruiting, compensation and benefits, workers’ compensation, and matters involving organizational policies.
Develop HR metrics and reports to support effective planning and decision-making.
Lead, manage, support, and evaluate a small team of Human Resources professionals.
Manage the recruitment process, including sourcing, and onboarding.
Provide leadership, direction and training in employee relations.
Manage employee benefits with regard to new hire enrollment, open enrollment, communication, claim resolution and payroll deductions.
Oversee employee leave programs in accordance with agency policy and State and Federal regulations.
Ensure legal compliance by monitoring and implementing applicable human resource Federal and State requirements.
Serve as lead Human Resources Information System (HRIS) Administrator.
Requirements
Advanced degree in leadership, business, or related field.
A minimum of 10+ years of experience in Human Resources; 5+ years in a leadership capacity overseeing a team of HR professionals
Professional in Human Resources (PHR) certification or Strategic Professional in Human Resources (SPHR) certification, or willingness to pursue certification within one year.
Ability to demonstrate commitment to diversity, equity and inclusion principles and action
Demonstrated leadership capabilities, high emotional intelligence and the ability to build respect and trust across all levels
Experience in all areas of Human Resources with strong knowledge of Compensation and HRIS Management
Ability to demonstrate sound judgment when working through complex issues
Excellent communication, leadership, planning, and execution skills
Conversational fluency in American Sign Language preferred, a willingness to work toward proficiency is required

Full time- Exempt/Salary

$1,500 Sign-on Bonus
Housing Resources Available
Tuition Reimbursement
Benefits include: Health; Dental; Vision; Life and Disability Insurance; Employer-Matching 403B; Sick/Personal/Vacation Time; Flexible Spending and Dependent Care
ASL Fluency preferred

TLC Diversity Statement

The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About Marie Philip School:

MPS enrolls nearly 200 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model.

About Walden School:

Walden School is a nationally-recognized residential therapeutic and education program for deaf children and youth ages 8 to 22 who have often experienced significant adverse childhood events as well as language deprivation.

About TLC:

The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click here.

For our Mission, click here.

POSITION SUMMARY:

The Program Director is responsible for the management and oversight of services within the Walden and Marie Philip Schools residential programs. This includes direct supervision of the residential supervisors; assurance of effective supervision for all child care workers; development and implementation of schedules, structures, procedures, and interventions that meet the needs of students and are consistent with program philosophy; and oversight of programming to ensure safe and effective service delivery.

FUNCTIONS AND RESPONSIBILITIES:

MANAGEMENT

Oversee schedules and activities that keep students safe and provide them with opportunities for learning, healing, personal growth and enjoyment.

Oversee activities in the residences to ensure the therapeutic needs of students are being met in the milieu.

Ensure students are learning essential life skills.

Maintain ongoing communication with parents and guardians to obtain their input regarding the needs of their child and to keep them informed of services and progress.

With the Director of Walden School, monitor the program budget to ensure effective use of resources.

Ensure that all students have Individualized Service Plans twice a year that are in compliance with regulations of the Massachusetts Department of Early Education and Care.

Write all goals for Individual Educational Program meetings for residential students and participate in IEP meetings.

Lead the bi-annual Department of Early Education and Care program re-licensing and ensure that all ECC regulations are being followed.

Oversee writing of and review of Critical Incident Reports for residential shifts.

SUPERVISION

Provide direct supervision to the residential supervisors; ensure that structures, schedules policies and procedures are being implemented.

Provide direct supervision to the Student Activities Coordinator and the Independent Living Skills Specialist and ensure that effective plans are being implemented.

Ensure close and effective supervision of all residential child care workers working with residential students of Walden and Marie Philip Schools.

Ensure that all child care supervisors receive formal supervision training and have opportunities to continue to develop their skills through in-house training and/or professional workshops and conferences.

Provide training as necessary; including becoming a Professional Assault Crisis Training (Pro-ACT) trainer.

PROGRAM DEVELOPMENT

Work as part of a dynamic Leadership Team to assess program effectiveness, revise policies and procedures as needed, and develop goals for continued growth and development.

PHYSICAL REQUIREMENTS

Must be physically able to perform all duties of the job including retraining assaultive students when necessary.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
ASL fluency required
Five years direct care experience in residential treatment program; trauma-informed care or related field
Management and supervisory experience preferred
Experience in a program serving Deaf children with emotional/behavioral challenges, or comparable experience.
Strong interpersonal skills (cross-cultural communications)
Flexibility in scheduling
BA degree preferred but not required.
Salary Description:

$65-80k

Full time-Exempt/Salary

$1,500 Sign-on Bonus
Housing Resources Available
Tuition Reimbursement
Benefits include: Health; Dental; Vision; Life and Disability Insurance; Employer-Matching 403B; Sick/Personal/Vacation Time; Flexible Spending and Dependent Care
ASL Fluency required

TLC Diversity Statement

The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About Marie Philip School:

MPS enrolls nearly 200 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click here.

For our Mission, click here.

POSITION SUMMARY:

The Elementary Principal provides leadership and supervision to promote the effective teaching and learning of elementary students and staff.

FUNCTIONS AND RESPONSIBILITIES:

Supervises and directs culturally responsive educational programming that is equitable and inclusive and meets the educational standards established by the Commonwealth of Massachusetts.
Provides educational leadership through data-informed decision making processes to meet each student’s individual needs through academic and social emotional learning programming, scheduling, and class structures.
Provides direct supervision of the performance of all teachers and teacher aides in the department through classroom observations and regularly scheduled meetings.
Engages in trusting and collaborative relationships with families and caregivers.
Works collaboratively with TLC specialists, clinicians, LEAs, and other representative agencies.
Examines outcomes to oversee the development of each student’s IEP goals, objectives and progress reports.
Facilitates effective collaboration among all members of the department to implement programs and provides support in the process.
Develops and maintains a budget for the department and secures appropriate and necessary materials for teaching/learning.
Works with staff to identify staff development needs and coordinates staff development activities.
Assists in the recruitment, selection and recommendation of all staff in their department.
Serves as a member of the supervisory team to provide educational leadership at The Learning Center for the Deaf.
Performs other duties as assigned by the Director of Curriculum and Instruction.
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Requirements
Graduate degree in Education of the Deaf or related field.
Licensure as a Teacher of Deaf or related licensure field.
Effective communication including fluency in American Sign Language and strong written English skills.
An understanding of bilingual, multicultural education for Deaf children.
Strong interpersonal skills and an understanding of culturally responsive teaching
Leadership skills rooted in equity and mature judgment with the ability to demonstrate creativity and initiative.
Strong organizational skills.
Minimum of five years of teaching experience.

R-9619 Reference #XX72525575010
Posting Date: June 9, 2023

Candidates who are blind or visually impaired and/or deaf or hard of hearing are encouraged to apply for this position and may be given preference in hiring as permitted by federal laws. Information related to disability is not required, and if disclosed voluntarily, will be used only in AIDB’s efforts to create opportunities for individuals with disabilities. Non-disclosure will not subject any applicant to adverse treatment.

POSITION TITLE: PRESIDENT
Alabama Institute for Deaf and Blind – Talladega, AL
Reports to Board of Trustees

ABOUT ALABAMA INSTITUTE FOR DEAF AND BLIND (AIDB)
Alabama Institute for Deaf and Blind (AIDB) is the world’s most comprehensive education, rehabilitation and service program serving individuals of all ages who are deaf, blind, deafblind and multidisabled and their families. Founded in 1858, AIDB serves more than 36,000 infants, toddlers, children, adults and seniors with hearing and vision loss throughout Alabama each year.

Our services literally span a lifetime including five campuses in Talladega, ten regional centers located throughout the State of Alabama with programs that range from early and senior intervention, traditional and nontraditional education services in residential and outreach settings and a manufacturing facility that is the state’s largest employer of adults who are blind and deaf.

POSITION REQUIREMENTS:
• Minimum of a Master’s Degree required.
• Demonstrated knowledge of K-12 programs, deaf education, visual Impairments, special education, and early childhood intervention.
• Demonstrated knowledge of industries for the blind, adult rehabilitation, community based services, cultural topics related to deaf and blind and deaf/blind services, and cultural topics related to deaf and blind services.
• Demonstrated knowledge of methodologies of a Residential Program.
• Demonstrated knowledge of state and federal laws, including the Javits-Wagner-O’Day Act, the Randolph-Sheppard Act, the Individuals with Disabilities Education Act (IDEA), and the Rehabilitation Act.
• Experience and a demonstrated understanding of how to approach state and federal appropriations.
• Experience in preparing for appropriation request.
• Demonstrated ability to work with agencies, professionals, parents and adult consumers to develop, maintain and continually expand statewide comprehensive early intervention and rehabilitation services for infants, toddlers, preschoolers, their families and for adults, including senior citizens.
• Must be willing to travel statewide
• Must be willing to work flexible hours.
• Employment record which demonstrates diligence related to details and accuracy in work.
• Demonstrated experience in the supervision of senior staff with direct monitoring of program budgets.
• A sign language proficiency level of INTERMEDIATE according to the AIDB evaluation system must be obtained within the first thirty-six (36) months of employment.
• Upon offer of employment, the applicant must submit to a fingerprint background check at an agency designated and paid by AIDB.

PREFERRED QUALIFICATIONS:
• Terminal degree.
• Specialized training and/or experience in working with individuals who are Deaf, Blind or Deaf-Blind.

PERFORMANCE RESPONSIBILITIES:
• Serves as Chief Executive Officer of the Alabama Institute for Deaf and Blind with responsibility for all operations, budget, personnel, and all policies and procedures.
• Provides visionary leadership in existing programs and strategic planning to enhance and expand programs within the AIDB Mission.
• Provides leadership for continuous improvement of instructional programs for students and clients in all AIDB programs.
• Works with appropriate governmental (both state and federal) and private entities to secure adequate funding for AIDB.
• Initiates and develops relationships between AIDB, local and city governments, Alabama education, business, and deaf and blind communities.
• Communicates and interprets law and policy to internal and external audiences.
• Organizing and reorganizing staff, creating and filling vacancies, and assigning duties and responsibilities subject to the approval of the Board of Trustees.
• Oversee the senior administration and coordination of all K-12 programs, Adult Services programs, and Rehabilitation programs, Industries for the Blind operations, Institutional Advancement, Early Intervention programs and activities serving blind and visually impaired students, deaf and hard of hearing students, staff, consumers and their families.
• Maintain database for all of AIDB staff, students, and consumers.
• Review and approve payroll, purchase requisitions, travel authorizations and travel vouchers for AIDB employees.
• Oversees all contracts with external agencies.
• Oversee the maintenance and security of all files, data and information relavant to the efficient management and operation of AIDB.
• Maintain communication and a collaborative relationship with the Board of Trustees.
• Perform other duties as assigned by the Board of Trustees.
Benefits:
• Health, dental, and vision insurance available
• Teachers Retirement System
• Deferred compensation options available
• Paid time off

SALARY: NEGOTIABLE
(260 Days)
Direct Deposit is required
This is an exempt position, and is not subject to overtime or compensatory provisions of the Fair Labor Standards Act.

DEADLINE FOR APPLICATION: July 24,2023
Click Below to Apply:
https://al.harrisschool.solutions/AIDB/S/Application

AIDB IS AN EQUAL EMPLOYMENT OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER

BROAD SCOOPE OF POSITION
This position reports to and is evaluated by the Principal / School for the Blind. The dean assists students in establishing high standards of conduct by overseeing student discipline, behavior support, and attendance. This position reports to the Principal of the School for the Blind and is responsible to help monitor discipline and attendance patterns, generate reports, and analyze data regarding student behavior and attendance for students PreK- 21.

MAJOR DUTIES AND RESPONSIBILITIES:
Trains, monitors and/or supports Tier I and Tier II MTSS behavior expectations.
Resolves discipline problems in a fair and just manner and oversees/ maintains records of any disciplinary action taken.
Oversees all matters of student attendance and addresses the improvement of student attendance.
Is a member of the MTSS student support team for individual students, and when necessary, makes appropriate referrals for interventions, testing, guidance, or counseling.
Works with student life director to support collaboration between school programs and extracurricular activities/residential programs.
Works with the student support staff to collaborate on supporting student behaviors.
Assists the principal in instructional coaching on classroom management and evaluation of staff related to Standard II of the Teacher Rubric
Investigates student complaints and grievances and interviews students and witnesses in disciplinary investigations.
Re-enters students upon completion of out-of-school suspensions, facilitates student/teacher reentry meetings, and provides Peer Mediation to resolve student conflicts.
Assist the Principal in building systems for restorative justice including leading and managing restorative practices throughout the school and directly with students; providing training with staff to implement restorative practices and shifting mindsets around discipline; developing student leadership groups to serve as peer mentors for restorative justice and restorative circles; responding to parent, student, stakeholder, and community concerns/questions; and developing a culture of using discipline as an opportunity to lead students in reflective, restorative and educational opportunities
Training staff around the purpose, reason, and approaches within a restorative practice mindset
Promote strong relations and partnerships among school, parents, students, community, and stakeholders.
Oversee student discipline and support, including investigating incidents; administering appropriate consequences; creating and maintaining discipline records and implementing restorative approaches with students, involving, and conferring with students, parents, teachers, counselors, community members, law enforcement officers/officials, and home school districts.
Serve as a member of multiple Professional Learning Communities and committees to support schoolwide efforts focused on providing the best possible culture and instruction for students.
Supervise students as needed in classrooms, hallways, outdoors, pick-up/drop off, lunch detentions and/or in-school suspensions.
Makes recommendations for appropriate revisions of and assists in the interpretation of programs, policies, and procedures affecting students’ lives in school and residential programs.
Positively serves as a team member that serves students who are blind and of the Colorado School for the Deaf and the Blind (CSDB) as a whole; and participates in regular team and departmental meetings, school and instructional meetings as required.
Participates in activities related to professional development and training/workshops as appropriate.
Performs other appropriate duties as assigned.

BROAD SCOPE OF POSITION:
This position reports to and evaluated by the Principal / School for the Deaf. The dean assists students in establishing high standards of conduct by overseeing student discipline, behavior support, and attendance. This position reports to the Principal of the School for the Deaf and is responsible to help monitor discipline and attendance patterns, generate reports, and analyze data regarding student behavior and attendance for students PreK- 21.

MAJOR DUTIES AND RESPONSIBILITIES:

Trains, monitors and/or supports Tier I and Tier II MTSS behavior expectations.
Resolves discipline problems in a fair and just manner and oversees/ maintains records of any disciplinary action taken.
Oversees all matters of student attendance and addresses the improvement of student attendance.
Is a member of the MTSS student support team for individual students, and when necessary, makes appropriate referrals for interventions, testing, guidance, or counseling.
Works with student life director to support collaboration between school programs and extracurricular activities/residential programs.
Works with the student support staff to collaborate on supporting student behaviors.
Assists the principal in instructional coaching on classroom management and evaluation of staff related to Standard II of the Teacher Rubric
Investigates student complaints and grievances and interviews students and witnesses in disciplinary investigations.
Re-enters students upon completion of out-of-school suspensions, facilitates student/teacher reentry meetings, and provides Peer Mediation to resolve student conflicts.
Assist the Principal in building systems for restorative justice including leading and managing restorative practices throughout the school and directly with students; providing training with staff to implement restorative practices and shifting mindsets around discipline; developing student leadership groups to serve as peer mentors for restorative justice and restorative circles; responding to parent, student, stakeholder, and community concerns/questions; and developing a culture of using discipline as an opportunity to lead students in reflective, restorative and educational opportunities
Training staff around the purpose, reason, and approaches within a restorative practice mindset
Promote strong relations and partnerships among school, parents, students, community, and stakeholders.
Oversee student discipline and support, including investigating incidents; administering appropriate consequences; creating and maintaining discipline records and implementing restorative approaches with students, involving, and conferring with students, parents, teachers, counselors, community members, law enforcement officers/officials, and home school districts.
Serve as a member of multiple Professional Learning Communities and committees to support schoolwide efforts focused on providing the best possible culture and instruction for students.
Supervise students as needed in classrooms, hallways, outdoors, pick-up/drop off, lunch detentions and/or in-school suspensions.
Makes recommendations for appropriate revisions of and assists in the interpretation of programs, policies and procedures affecting students’ lives in school and residential programs.
Positively serves as a team member that serves students who are Deaf and of the Colorado School for the Deaf and the Blind (CSDB) as a whole; and participates in regular team and departmental meetings, school and instructional meetings as required.
Participates in activities related to professional development and training/workshops as appropriate.
Performs other appropriate duties as assigned.

BROAD SCOPE OF THE POSITION:
This position reports to the Principal of the Employability Center and is responsible for providing standards-based instruction to middle school, high school and transition-aged (18-21) students who are Blind/Visually Impaired and who may have additional disabilities. Utilizes Colorado State Standards and other related benchmarks in establishing transition instructional goals; and provides assessments that measure whether students meet standards and benchmarks, in a safe and civil school environment. Works with community employers to provide hands-on transition experiences within a variety of work sites.

MAJOR DUTIES AND RESPONSBILITIES:
Provides instructional services to middle school, high school, and transition-aged (18-21) students in the areas of workforce readiness, independent living skills, post-secondary education and training, and other assigned content areas to include, but not limited to, on and off campus job placements, career awareness and exploration, family and consumer sciences, career counseling, college enrollment, daily/independent living skills, financial literacy and budgeting, and the development and implementation of Individualized Education Plans (IEPs).
Utilizes appropriate communication skills with a commitment to developing students’ independent living skills, college and career readiness skills, and the implementation of students’ IEPs.
Serves as liaison between the Colorado School for the Deaf and the Blind (CSDB) and other agencies/educational programs as needed; e.g., Pikes Peak Community College (PPCC), Division of Vocational Rehabilitation (DVR), the Resource Exchange (TRE), Pikes Peak Workforce Center (PPWC), the Independence Center (IC), local school districts, and other appropriate agencies.
Provides support to other CSDB departments in the provision of transition instruction and services, curricula, assessment, and related activities.
Develops and maintains relationships with community job sites and business partnerships utilized for student employment and services.
Performs work associated with standards-based student instruction: prepares syllabi, curriculum maps, unit plans, and lesson plans; adapts instructional materials to meet individual student needs; develops input for and presents daily instructional/learning activities based upon the Individualized Education Program (IEP) and school reform tenets under the direction of the Principal of the Employability Center; maintains a positive classroom environment utilizing appropriate classroom management; keeps students on task and engaged in learning; performs formative and summative assessments; performs regular progress monitoring of students’ skill attainment and effectiveness of instruction; etc.
Demonstrates knowledge / skill in the areas of instructional best practices, task analysis, assessment, progress monitoring, behavior management, organization / planning, curriculum development, current technology practices relative to students served, parent relations, and collaboration and teamwork.
Utilizes technology to model, teach, and assist students relative to classroom instruction and work activities.
Serves as a Case Manager for assigned students and completes related tasks.
Coordinates effectively with other program service staff in providing student instruction, supporting school reform efforts, strategic planning, and positively contributing to co-curricular activities.
Positively serves as a team member in the Employability Center, and of the Colorado School for the Deaf and the Blind (CSDB) as a whole; and participates in regular team and departmental meetings, and school and instructional meetings as required.
Provides parent consultation; participates in selected parent-focused activities, etc.
Participates in activities related to professional development and training/workshops as appropriate.
Transports students to and from off-campus work placements, field trips and work-related appointments.
Ensures safety of students at all times.
Performs other appropriate duties as assigned.

Positively serve as a leader / team member in the School for the Deaf and of the Colorado School for the Deaf and the Blind (CSDB) as a whole; facilitate regular scheduled department / team meetings, Professional Learning Community meetings, and participate in school and instructional meetings as required.
Contribute and encourage the development of instructional leaders and embed collaborative professional learning model which focuses on improving instructional practice and results in increased student achievement.
Develop and interpret objectives of the program for students, staff, parents and the community.
Work directly with other program administrators to promote the achievement of schoolwide goals.
Collaborate with service providers to ensure appropriate services are being provided.
Lead effectively by providing educational programs of excellence to include guiding school reform efforts and implementation and achievement of identified outcomes in the school Unified Improvement Plan (UIP) and Strategic Plan.
Ensure appropriate assessments are administered, analyzed, and applied within the program, monitor and ensure student progress and performance within the program, and participate in student intervention team meetings as needed.
Develop student schedules in accordance with the Individualized Educational Program (IEP), in an effort to fully utilize the special skills and abilities of staff for the benefit of the students’ education.
Develop and provide opportunities for families to engage in activities which support their understanding of and growth of their children.
Provide direction, guidance and support to students to maintain a positive, safe and orderly school climate, consistent with school policies and procedures related to student discipline and incident reporting.
Recruit, select, assign, supervise, evaluate, coordinate, and recommend termination as necessary the work of assigned staff, including teachers, paraprofessionals, volunteers and other support staff consistent with school policies and procedures.
Support staff related to the achievement of individual performance goals and objectives, to include documentation of observations and data performance meetings.
Ensure appropriate daily learning environment coverage to include scheduling and supervision of substitute teachers / paraprofessionals.
Determine needs and make recommendations concerning the acquisition of curriculum, resources, technology, supplies, equipment, and specially designed aids necessary to support the needs of Deaf student.
Encourage and facilitate working relationships among instructional, related service and other support staff.
Coordinate with Facilities staff to ensure the care and safekeeping of school buildings, grounds and all equipment therein.
Assist as requested to coordinate and maintain student records; supervise and review the preparation of student reports.
Coordinate and maintain necessary records related to all federal and special projects assigned.
Maintain professional competence and growth through participation in educational / professional development activities and through organizational memberships, publications, conferences, courses, etc., and design and implement professional development activities for staff.
Actively support teachers across the school with bilingual instruction to ensure they adhere to CSDB’s philosophy.
Perform other related duties as assigned.