Responsible for supervision of students in a residential setting. Plans learning experiences that motivate students and meet their interests and individual needs. Prepares and utilizes instructional materials that support the residential curriculum. Integrates critical thinking and literacy/signacy into activities and plans. Works with co-SLE in cottage. Supports NMSD’s progressive vision, mission and beliefs.

Education/Experience for SLE I: 18 semester units or equivalent of college level course work required. A minimum of 3 semester units or equivalent must be completed in at least 3 of the different areas below. Course content rather than title will determine acceptability as it relates to the minimum requirements.

Education/Experience for SLE II: Possession of at least a Bachelor’s Degree in Deaf Education, Child/Human Development, Recreation or: 36 semester units or equivalent of college level course work required and at least 3 years of experience with deaf children/youth in an educational/residential setting.

Language Skills: Proficiency in expressive and receptive American Sign Language and written English. Ability to write reports, and correspondence. Ability to effectively present information and respond to questions from students and parents.

Responsible for supervision of students in a residential setting. Makes frequent checks of Students. Maintains Student Life Department’s activities schedule in the NMSD Master Calendar. Responsible to create Residential Night Attendants’ bulletin board. Supports NMSD’s vision, mission and beliefs.

Education and /or Experience: GED/high school diploma and at least two (2) years of directly related experience required.

Sign Language: Fluent receptive and expressive American Sign Language and written English skills required.

Ensures a social, but structured, atmosphere for residential students.
Creates a safe and nurturing environment that promotes independent living.
Oversees residential students in the dorm during second and third shift Sunday through Thursday evenings.
Supervises and evaluates staff and program effectiveness.
Demonstrates knowledge of Kentucky Academic Standards, curriculum, evidence-based teaching strategies, action-oriented data analysis and applies knowledge to residential activities in order to support improved academic and social outcomes for residential students.
Develops and ensures implementation of high-quality after-school programming and activities.
Implements positive, proactive approaches to discipline to prevent inappropriate behavior (e.g., PBIS) and responds appropriately to inappropriate behavior. Ensures all staff are trained and receive ongoing coaching to ensure safety and behavior management in all after-school settings (e.g., dorms, field trips).
Maintains and analyzes staff calendars and job duties relating to programming, scheduling, other events/information to improve residential living program effectiveness and safety.
Implements the Student Code of Conduct as it relates to Student Life.
Coordinates, provides, and ensures professional learning opportunities for residential living staff.
Collaborates and coordinates with school leaders (e.g., principal, assistant principal, counselor) to ensure supports or initiatives for students are aligned and carry through the residential program.
Perform other duties as assigned.
This position requires oversight of staff on 2nd and 3rd shifts.
SPECIAL REQUIREMENTS:
Must hold a valid Kentucky Teaching Certification.
Applicant must have a minimum SLPI rating of “Intermediate” or be willing to learn and participate in sign language classes at the Kentucky School for the Deaf. Applicant expected to attain SLPI rating of advanced within four years of employment as part of tenure consideration.

Iowa School for the Deaf has the following Teacher of the Deaf positions open for the 2023-2024 school year:
Secondary Science
Art
Secondary Language Arts or Secondary Reading or English Language Learner (ELL)

Teaching positions require an Iowa teaching license with related endorsements. The individual hired would also need to be willing to add the Deaf/Hard of Hearing endorsement. Information about the endorsements related to each position can be found at https://www.iowaschoolforthedeaf.org/employment/employment-opportunities/ . Information about Iowa licensing and endorsement requirements can be found on the Iowa Board of Educational Examiner’s website www.state.ia.us/boee/

Primary Function:
• Assumes responsibility for providing a quality educational program.
• Formulates appropriate educational objective, activities and evaluation.
• Reports student growth and programs to parents periodically.
• Maintains discipline within the classroom.
• Facilitates implementation of the School’s Communication Policy.

Qualifications:
An Iowa teaching license with related endorsements listed in the position announcements. Experience working with the Deaf and experience working with youth are strongly preferred.

Applicants must possess the ability to reach the level of sign language proficiency designated for the position within the time frame established by the School’s Sign Language Policy.

Salary and Benefits: Salary will be determined by the successful applicant’s educational and teaching experience. (BA degree – $48,000-$67,000; MA degree – $56,000-$87,000) Opportunities to coach/sponsor extra-curricular activities. Comprehensive benefits available.

Work Schedule: These are full-time, school year positions (191 day contract for first year; subsequent years are 189 day contracts).

The Speech and Language Pathologist provides services in support of Iowa School for the Deaf’s mission which is to prepare deaf and hard of hearing students from pre-school to age 21 for life as literate citizens who contribute in society. The Speech and Language Pathologist provides direct service to students and collaborates with ISD teachers and support staff to assist students in meeting their goals.
•Assume responsibility for all aspects of providing speech-language services, including identification, remediation, referral, resource, and research as appropriate for all children, birth to 21, at Iowa School for the Deaf
•Provide assessments for 3-year evaluations and annual IEPs.
•Support the development of compliant and quality IEPs.
•Assume responsibility for designing and designating the service delivery model(s) for providing speech-language services to children who are deaf and hard of hearing.
•Develop and follow a flexible schedule based on student need as stated in the Individualized Education Program (i.e. service delivery model (s), frequency of sessions, duration of sessions, etc.).
•Assume responsibility for the provision of speech-language services to students within one’s identified caseload for the regular school year.
•Engage in consultation and collaboration with LEAs, AEAs, parents, medical, and community agencies.
•Engage in intervention activities.
•All services performed in accordance with the established policies, procedures, and philosophies of Iowa School for the Deaf, the rules and regulations of the Iowa State Department of Education including the Iowa Teaching Standards and Code of Ethics specific to the discipline of speech and language.
•Assist the Principal in matters of priority as well as bring to the attention of the Principal issues of concern in regard to efficient and effective provision of special education services.
•Regular attendance as required.

General Description and Goals:

Interpreter & Native Language Model will provide interpreting services for a variety of internal and external clients for in-person or remote assignments. Will also provide native ASL language modeling for students within the Horace Mann School for the Deaf and Hard of Hearing community.

Responsibilities:

Interpret in a range of settings, including but not limited to: administrative meetings, student and parent conferences, educational mainstreaming, professional development sessions, IEP/IFSP meetings, guest lectures, field trips, performing arts, and formal ceremonies.
Collaborate with the HMS Teaching Team to work with students on developing their native ASL fluency.
Interpreter/Language Model will work alone, teamed with interpreters, or with HMS Teaching Team members, as appropriate.
Must maintain professional growth and certification through participation in Certificate Maintenance Program (CMP) or Associate Continuing Education Tracking (ACET).
Participate in in-service and staff development activities, as appropriate.
Performs other tasks as directed by the Head of School/Principal

Qualifications

Required:

Bachelor’s degree or ParaPro
Fluency in ASL and English
Deaf interpreter training including specialized training and knowledge of meeting unique communication modes.
Follow standard practices and ethical decision making in accordance with the Registry of Interpreters for the Deaf Code of Professional Conduct and the Standard Practice Papers.
Minimum of one to five years of experience as a working interpreter, or equivalent experience.
Willingness to obtain the status of Massachusetts Commission for the Deaf and Hard of Hearing State Approved Deaf Interpreter.
Ability to work both collaboratively and independently.
Excellent communication and interpersonal skills.
Sensitivity to working in a multi-cultural/multi-ethnic setting.
Strong Google Suite skills and general computer literacy.

Preferred:

Experience interpreting and interacting with Deaf/Blind individuals in school settings
National certification (RID, BEI)
Experience working with school aged students
Experience working in a multi-cultural/multi-ethnic setting.

Terms:

BTU, Paraprofessional hourly rate

Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a “Schedule A” ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the SY20-21 school year.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Special Education Teacher of the Deaf and Hard-of-Hearing who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Responsibilities

Teach: Special Education of the Deaf and Hard-of-Hearing

Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

Accountability for Student Achievement
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
Passionate and optimistic about their students, their content, and the teaching profession
Communicating Content Knowledge
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
Can convey content in creative and engaging ways that align to standards
Equitable & Effective Instruction
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
Builds a productive learning environment where every student participates and is valued as part of the class community
Cultural Proficiency
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Parent/Family Engagement
(III-A-1. Parent/Family Engagement)

Engages with families and builds collaborative, respectful relationships with them in service of student learning
Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
Seeks to participate in and contribute to a collaborative adult learning community.

Qualifications – Required

Education: Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in Deaf and Hard-of-Hearing (All Levels)
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified according to NCLB.
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.
Qualifications-Preferred

Experience teaching in urban schools.
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

Terms: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (under “Employee Benefits and Policies”) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

These are full-time positions (0.85 FTE) scheduled to work 40 hours per week on an academic-year schedule (approximately August to mid-June, as per the established school calendar, subject to change), and is assigned to work in the Student Life Programs. The purpose of the Student Life Program is to provide Deaf/hard-of-hearing, blind/visually impaired and/or emotionally/behaviorally disturbed students with a residential living arrangement that reflects a home-like setting in an educational environment. The position of Health Care Technician I (with students who are Deaf/HH) is responsible to ensure the safety, accountability and well-being of residential students through the after-school hours, and to offer support and learning opportunities presented by the curriculum (a program for the development of living skills) and through collaboration with other staff members who work with assigned students. Duties include but are not limited to:

Ensure a safe environment:
Account for the presence/absence of all students; continue this accountability by knowledge and follow-up of student’s whereabouts every 10 minutes and throughout the shift. Ensure the security of the building. Ensure the dorm is left in a neat and orderly manner before the shift changes. Responsible for “light cleaning” such as dusting, sweeping, vacuuming, and tidying up as needed. Report to the maintenance department if some areas require extensive cleaning. Perform other related duties as assigned; e.g., clean-up bodily fluids when such incident occurs.

Behavior management:
Discuss any medical, behavioral, emotional, or physical concerns with the previous shift supervisor(s). Contact appropriate departments as needed (i.e., teachers, nursing staff, counseling services, etc.) to share pertinent information.

Assist with bulletin board information:
Assist as needed or requested with the bulletin boards focusing on current events, information, holidays or topics related to interests of the students in collaboration with other staff. Create visually and tactually stimulating environments for the students, such as information boards, educational charts, and augmentative materials.

Assist with activities:
Provide assistance to other dorm personnel with dorm activities to ensure adequate supervision of students. Work collaboratively with other staff focusing on student progress needs (emotional, social, academic, etc.). Responsible for sharing pertinent information with other staff and supervisors relating to student counts, shift activity, student incidents, etc.

Cafeteria Supervision:
Transport special needs students (wheelchair, mobility-assisted) to dining area; ensure proper eating skills and social behavior during mealtimes through observation and hands-on instruction. This includes training for students with special needs such as plate guards, special utensils, and dietary concerns and restrictions. Return students to the dormitory; supervise students while they prepare for classroom activity. Personally escort special needs students to their classes/dorms.

Transportation of students; Bus duty:
Participate in Busy Duty as scheduled; drive school vehicles to transport students to Denver, to include during potential inclement weather. Drive students in state vehicles to support activities such as after-school programs, dorm activities, sports, and school-sponsored activities that occur off-campus. Supervise students while they are transported to and from school. Phone duty; contact parents via phone and sometimes interpreting conversations.

Support instruction:
Encourage development of proper socialization by instructing in/or using problem-solving techniques, behavior modification, discipline policy, and individual and/or group meetings.

Professional development/training:
Participate in mandatory training and workshops. Acquire and maintain necessary certification (e.g., Child Abuse Reporting, CPR and First Aid, Nonviolent Crisis Intervention, Discipline and Behavior Management, etc.). Participate in scheduled team meetings.

The ASL Specialist works collaboratively with the Educational and Outreach Departments at Iowa School for the Deaf providing support and guidance on deaf and hard of hearing student American Sign Language acquisition, development, and improvement of knowledge and skills. In this role, the ASL Specialist will guide staff on American Sign Language for deaf and hard of hearing students. Applications will be accepted beginning immediately.

Typical Duties and Responsibilities:
1. Travel statewide to provide ASL assessments, consultation, and IEP support for deaf and hard of hearing students
2. Assess deaf and hard of hearing student social and academic ASL language fluency
3. Report results of individual assessments on deaf and hard of hearing student IEPs, and prepare summary reports for the Department of Education
4. Recommend goals for ASL progress
5. Consult with educational teams on the language needs of deaf and hard of hearing students
6. Participate in the IEP process including attending IEP meetings, sharing ASL assessment data, developing goals, and monitoring ASL progress
7. Serve as an ASL coach for staff and students
8. Provide ASL intervention for deaf and hard of hearing students as needed to support adequate progress
9. Support teachers and staff in developing and implementing appropriate language accommodations in the classroom
10. Collaborate with the Outreach Department team in the planning and coordination of statewide events to promote awareness of ASL and Deaf culture
11. Participate in the curation and development of ASL lessons on a variety of topics and train and assist educational staff in using them
12. Perform other duties and responsibilities as assigned by Chief Academic Officer

Minimum Qualifications:
• Masters degree in ASL Linguistics or Deaf Education or other related field
• Valid teaching certification or ASLTA certification or ability to obtain such certification
• Fluency in ASL and written English
• Valid driver’s license and ability to travel
• Experience conducting ASL assessments
• In-depth knowledge of Deaf Culture
• Effective communication and interpersonal skills
• Documentation of fluency as demonstrated by the SLPI: ASL rating level of Advanced Plus to Superior Plus or an ASLPI score of 4 or 5 Completed

The above statements reflect the general details necessary to describe the principal functions of the job, and shall not be construed as a detailed description of all the work requirements that may be inherent in the job.

Salary and Benefits:
Salary will be determined by the successful candidate’s educational and experiential qualifications. Range: $59K-$91K/year. A comprehensive benefit package is available including excellent insurance benefits; retirement; paid sick leave; and more.

Position Details:
This is a full-time, 12-month position. Work schedule will typically be Monday – Friday office hours, but times of work are flexible to allow for accomplishing tasks.

Prepare lesson plans to meet the needs of deaf students.
Provide instruction using sign language, speech, and written language.
Participate in the development of IEPs.
Maintain record on students.
Maintain communication with parents.
Ability to use assessment results to guide programming for students.
Ability to use audiology results and identify implications.
Provide the knowledge of specialized methods, strategies, equipment and support needs to deaf/hard of hearing students.

Bachelor’s degree in Deaf Education or related degree might be considered such as Early Childhood, Elementary Education, or Special Education with ability in or willingness to learn sign language.

Valid North Dakota teaching certificate

Ability to communicate with the deaf using various modes of communication including sign language and fingerspelling or willingness to learn sign language

Knowledge of deaf culture preferred.