Performs work associated with facilitating developmentally appropriate instruction and support to children and their families: perform student assessments and identify family needs for instruction and/or support, lead and contribute to the development of the Individualized Education Program (IEP) for assigned students and their families, prepare and implement instructional activities with necessary accommodations based on the IEP, coordinate with other agencies involved with the family.
Performs work associated with standards-based instruction: prepares lesson plans, develops input for and presents daily instructional/learning activities based upon the IEP and school reform tenets under the direction of the Preschool Director, maintains a positive learning environment utilizing appropriate positive behavior support strategies, keeps students on task and engaged in learning.
Demonstrates knowledge / skill in the areas of early education / bilingual education/ family services, in the development and use of accommodations for children who are Deaf and family assessment, task analysis, assessment, progress monitoring, behavior management, organization / planning, curriculum development, current technology practices, parent relations and teamwork.
Utilizes technology to model, teach, and assist students relative to instruction and activities.
Works as part of the education / assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students including language planning.
Utilizes appropriate communication skills with a commitment to literacy development in each student.
Serves as a Student / Family Advocate for assigned students / families.
Coordinates effectively with other service staff in facilitating instruction, supporting school reform efforts, strategic planning, and positively contributing to co-curricular activities.
Positively serves as a team member in the School for the 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.
Encourages family engagement; participates in and coordinates selected parent-focused activities, etc.
Seeks opportunities for and participates in activities related to professional development and training/workshops as appropriate.
Works as part of the full early childhood team to plan, facilitate and support success of the CSDB Preschool programs.
Works as part of the early childhood team to plan, facilitate, and support the CSDB bilingual/bimodal program.
Works in collaboration with the ASL/English Teacher for IEP meetings, student transitions, and aids in IEP success through appropriate assessments, including language planning, language acquisition, goal development, and follow-through of the IEP.
Works in collaboration with the ASL/English Teacher for development and implementation of a multi-lingual-multi-modal pre-school program to optimize language exposure to both ASL and spoken language development.
Performs other appropriate duties as assigned.

Performs work associated with standards-based instruction: prepares lesson plans, 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, maintains a positive learning environment utilizing appropriate positive behavior support strategies, keeps learners on task and engaged.
Demonstrates knowledge / skill in the development and use of accommodations for learners who are Deaf / hard-of-hearing, and further, in the areas of: task analysis, assessment, progress monitoring, behavior management, organization / planning, curriculum development, current technology practices, parent relations and teamwork.
Utilizes technology to model, teach, and assist learners relative to instruction and activities.
Demonstrates knowledge / skill in the areas of project and technology-based learning.
Organizes the instructional environment for collaborative group work.
Works in co-teaching teams with others.
Works as part of the education / assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned learners.
Utilizes appropriate communication skills with a commitment to literacy development for each learner.
Understands and supports learners’ social-emotional development.
Serves as an Advocate for assigned learners.
Coordinates effectively with other staff in facilitating instruction, supporting school reform efforts, strategic planning, and positively contributing to co-curricular activities.
Positively serves as a team member in the School for the 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.
Provides parent consultation; participates in selected parent-focused activities, etc.
Seeks opportunities for and participates in activities related to professional development and training/workshops as appropriate.
Performs other appropriate duties as assigned.

Performs work associated with standards-based instruction (specifically EEOs): prepares lesson plans, adapts lesson materials, 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, maintains a positive learning environment utilizing appropriate positive behavior support strategies, keeps learners on task and engaged.
Demonstrates knowledge I skill in the development and use of accommodations for learners who are Deaf/ hard-of-hearing and who have additional disabilities, in the areas of: task analysis, assessment, progress monitoring, behavior management, organization I planning, curriculum development, current technology practices, parent relations and teamwork.
Utilizes technology to model, teach, and assist learners relative to instruction and activities.
Demonstrates knowledge / skill in the areas of project and technology-based learning.
Organizes the instructional environment for collaborative group work.
Works in co-teaching teams with others.
Works as part of the education / assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned learners.
Utilizes appropriate communication skills with a commitment to literacy development for each learner.
Understands and supports learners’ social-emotional development.
Serves as a Case Manager for assigned learners.
Coordinates effectively with other staff in facilitating instruction, supporting school reform efforts, strategic planning, and positively contributing to co-curricular activities.
Positively serves as a team member in the School for the 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.
Provides consultation to staff members who instruct or interact with learners with multiple disabilities to include providing in-class modeling, instruction and support as needed.
Provides parent consultation; participates in selected parent-focused activities, etc.
Seeks opportunities for and participates in activities related to professional development and training/workshops as appropriate.
Performs other appropriate duties as assigned

R- 9566 Reference# 31201555151500
Posting Date: April 17, 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: Principal
Alabama School for the Deaf
Reports to Vice President, Instructional Programs

ABOUT ALABAMA INSTITUTE FOR DEAF AND BLIND
The 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 multi-disabled 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 in Birmingham, Dothan, Huntsville, Mobile, Montgomery, Talladega, Tuscaloosa, Shoals, Opelika and Decatur 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

ABOUT THE ROLE
Our employees are among the organizations’ most valuable assets and resources. We share compassion for leveling the playing field for all. Our Mission makes AIDB a unique place to work and we invite you to be a part of the miracles that happen every day,
As the Principal of the Alabama School for the Deaf (ASD) you will be responsible for working in partnership with other departments at AIDB, Alabama State Department of Education (ALSDE), the Council of Educational Administrators of Schools for the Deaf, etc. ASD is committed to meet our students where they are. The right candidate for this job will have a passion working with students and colleagues to ensure all students receive a world class education.

ABOUT YOU
You will play a vital leadership role in the lives of our students and be a part of the miracles that happen every day at AIDB and ASD. This will be accomplished by overseeing the educational, residential, and transition services as well as demonstrating flexibility, positive attitude, agility, and professional maturity.

POSITION REQUIREMENTS:
• Graduate degree(s) in educational administration.
• Teacher’s Certificate in the area of educational administration and must be able to obtain the State of Alabama Teacher’s Certificate.
• Certification in Deaf Education and must be able to obtain the State of Alabama Teacher’s Certificate within 6 months.
• Minimum of three years’ work experience in educational administration desired.
• Minimum of five years’ experience in the field of deaf education.
• The ability to communicate effectively with deaf persons is required. A minimum Sign Communication Proficiency Interview (SCPI) level of INTERMEDIATE according to the AIDB evaluation system is required. A minimum Sign Communication Proficiency Interview (SCPI) level of ADVANCED is required within 36 months.
• Possess a knowledge of federal and state statutes and laws concerning educational administration and programming, particularly as they affect students with hearing loss and/or multiple needs and comply accordingly.
• Possess mature judgment and leadership skills with abilities to be creative and exercise individual initiative.
• Be able to develop and maintain rapport and a shared vision of the future with staff members, school personnel, parents, students, alumni, and administration.
• Coordinate and organize the AdvancEd and CEASD accreditation process, resulting in successful completion and continued accreditation.
• Support alumni programs and be an advocate for the deaf and hard of hearing of Alabama.
• Must be able to demonstrate a thorough understanding of deaf culture and deaf education.
• Demonstrate excellent leadership and interpersonal skills.
• Be committed to academic excellence and possess knowledge of contemporary issues and trends in curricula.
• Demonstrate the ability to communicate effectively in writing and in public venues.
• Be knowledgeable of and adhere to AIDB Policy & Procedures.
• Upon offer of employment, the applicant must submit to a fingerprint background check at an agency designated and paid by AIDB.”

PERFORMANCE RESPONSIBILITIES:
• Serve as an administrator and a member of the Vice President’s Staff.
• Direct and coordinate the liaison between instructional staff, after school staff, and other support staff. Coordinate the liaison between ASD staff, medical support staff, and other units of AIDB, as appropriate.
• Direct the operation of dormitories, food services, recreational programs, and other support programs that are a part of the school.
• Work cooperatively with other staff members in all areas of the school and AIDB for the total benefit of the students’ growth and training.
• Be committed to and demonstrate the ability to support continuous services for students who are deaf or hard of hearing.
• Provide leadership and innovative enrollment management strategies that result in both increased enrollment and retention of students.
• Coordinate with ASD staff and the Admissions Office to address questions of eligibility, extended evaluations, the provision of technical assistance and other forms of outreach to promote the growth of ASD.
• Create new opportunities for service delivery for students who are deaf or hard of hearing.
• Coordinate with the Office of Institutional Advancement (OIA) and the Vice President of Instructional Programs in positively communicating the programs and activities of the school to the public.
• Lead/assist and coordinate with OIA/Admissions regarding VIP tours, donor tours, potential student tours, etc.
• Oversee Summer Camps, including hiring/supervising staff and selection of students from across the state.
• Assign, supervise, evaluate, and coordinate the work of the staff employed by the school.
• Select and/or replace substitute teachers as needed.
• Evaluate and/or review performance appraisals and reports on all ASD staff.
• Provide leadership in continuous comprehensive academic and extended day curriculum development.
• Provide structure and leadership that will foster the appropriate social and moral development of the students.
• Provide direction for staff in accordance with the policies established by the Board of Trustees and the procedures established by the AIDB President along with the laws prescribed by Federal and State statutes.
• Provide direction for student discipline in accordance with policies established by the Board of Trustees and as prescribed by Federal and State statutes.
• Provide leadership in developing an after-school environment that resembles as close as possible a home-like environment.
• Maintain appropriate relationships with the State Department of Education and other agencies which impact K-12 curriculum, testing, and other programs.
• Be knowledgeable and participate, when appropriate, in the Individual Education Plans (IEP’s).
• Maintain student records and supervise and review the preparation of student reports. Prepare and submit other reports as needed. Adhere to FERPA and HIPAA guidelines.
• Participate in research and grant writing activities. Coordinate and maintain needed records on all Federal and special projects and/or grants assigned to the school.
• Maintain professional competence and growth through participation in professional development activities and through other organizational memberships, readings, conferences, courses, etc.
• Coordinate with the Physical Plant Department regarding the care and safekeeping of the school buildings and grounds and all equipment therein.
• Attend all staff meetings called by the Vice President of Instructional Programs and/or President.
• Report to the Vice President and/or President all major cases of negligence, inefficiency, or willful violations of school rules and insubordination to authority on the part of employees under his/her supervision.
• Coordinate and work successfully and in cooperation with AIDB Board of Trustees, the Vice President, the President, and other executive and administrative staff, and AIDB legal counsel in the resolution of complaints and lawsuits.
• Be responsible for the development and maintenance of the school’s budget for all programs under the responsibility of the Principal, in coordination with the Vice President, President and Chief Financial Officer.
• Prepare and submit reports and presentations as requested by the President, Vice President and Board of Trustees, including State of the School reports and outcome data to evaluate school progress.
• Participate in relevant AIDB events including students, alumni, Board of Trustees and professional activities.
• Coordinate fundraising activities with the Office of Institutional Advancement.
• Work cooperatively with the Special Education/Testing Coordinator in accomplishing successful monitoring, testing, and other related duties.
• Perform other relevant duties as may be assigned by the Vice President and/or President of AIDB.

TERMS OF EMPLOYMENT: The Principal of the Alabama School for the Deaf shall be appointed by the President. The annual employment contract shall be for twelve months to include such holidays, sick leave, insurance benefits, and other benefits as are established by the President and the Board of Trustees. The salary for this position is based upon the administrative salary schedule for the Alabama Institute for Deaf and Blind.

POSITION EVALUATION: Evaluation shall be directly related to assigned duties and responsibilities and will occur annually on a formal basis. Evaluation will be accomplished by an assessment by the Vice President and/or President.

POSITION ACCEPTANCE: The person appointed to this position shall have an opportunity to review the contents of the job description and request explanations or interpretations of the job requirements. It is understood and agreed that this document constitutes a general job description and cannot include all duties incumbent with this position. The duties/responsibilities of this position are subject to modification in terms of management’s expectations or needs. Acceptance of this position implies a complete understanding of the above terms.

(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: May 17, 2023

The Executive Director’s core purpose is to provide professional, highly-effective leadership and management that will achieve outstanding results for students at LSD. The executive director promotes an inspiring vision and clear direction that is shared by all members of the school, preK-12. Ultimately, the executive director is responsible for ensuring that the curriculum, teaching and assessment practices inspire high levels of engagement, achievement and progress for all students at LSD.

About Us:

Our Oregon School for the Deaf (OSD), located in Salem, Oregon, provides direct 24-hour educational and residential services to approximately 130 students who are Deaf or Hard of Hearing, kindergarten through age 21.  OSD also acts as a resource to the entire state, providing special activities, consultation, and educational services to students, professionals, families, and the public.

All students enrolled at the Oregon School for the Deaf (OSD) are entitled to the best education that our resources can provide. Each student is valued as a unique individual, to be treated with dignity, in an atmosphere where individual differences are accepted. The ideal candidates are committed to ensuring that students reach their maximum potential in ASL and English, while also supporting their individual communication needs.

What You Will Do:

The academic program at the Oregon School for the Deaf consists of three departments and two programs.  Each component of our academic program is designed to equip our students with the necessary tools and skills to succeed at every developmental stage.  Our staff work together to ensure that every student receives the support they need to flourish as individuals and prepare for their future beyond school.

As our Supervising Teacher, you administer the academic program including curriculum, textbook selection and adoption, and supporting teachers through lesson plans, syllabi, placing charts, and aligning with Common Core State Standards, directing and facilitating large annual conferences, mentoring and evaluating student teachers and interns, and facilitating professional development and trainings.

What We Are Looking For:

Special Qualifications:

A Master’s Degree in Deaf Education

An Oregon Principal or Professional License, the ability to obtain, or in the process of obtaining at the time of hire. For information on how to apply for an Oregon teaching license and/or certificate you may contact the Oregon Teacher Standards and Practices Commission by calling (503) 378-3586 or at their website at http://www.oregon.gov/tspc.

ASLPI Level 3 or SLPI:ASL Intermediate or better upon hire. You must provide OSD with certification that you are ASLPI or SLPI:ASL certified within 12 weeks of start date.

Desired Knowledge, Skills and Attributes:

Experience working in Deaf Education.

Experience in various aspects of school administration.

Experience and/or training in Bilingual Education methodology.

Ability to establish and maintain an effective learning climate in the school.
Ability to supervise school personnel for the purpose of monitoring performance, providing for professional growth and achieving overall objectives of the school’s instructional program.

Ability to facilitate the development, revisions and evaluation of the curriculum and instructional services.

Ability to develop school plans and organizational procedures for the health, safety, discipline and conduct of students as established in district procedures.

Ability to serve as liaison between the school and community, interpreting activities and policies of the school and encouraging community involvement with the school.

Ability to provide direction to others and to make independent judgments.

Ability to work harmoniously with others and to communicate effectively with students, parents, teachers and community.

Ability to maintain confidentiality.

Demonstrated strong personal and professional honesty, integrity, and fairness.

We are seeking either an elementary teacher OR a pre-school teachre

Elementary teacher position requires: an Iowa teaching license with the (102) K-6 Teacher Elementary Classroom endorsement; candidate would also be expected to get the Birth-21 Deaf/Hard of Hearing endorsement.

Pre-school teacher position requires: an Iowa teaching license with the (262) PK-K Early Childhood Special Education; (103) PK-K Teacher, PreKindergarten-Kindergarten Classroom; or (1001) Birth-Grade 3 Inclusive Settings endorsement; candidate would also be expected to get the Birth-21 Deaf/Hard of Hearing endorsement.

See the Iowa Board of Educational Examiner’s webpage: www.state.ia.us/boee/ for information on Iowa licensing and endorsement requirements.

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

Qualifications: To be considered, an applicant must possess or have the ability to obtain an Iowa Teacher’s Certificate, which includes the endorsements noted above. Additional endorsements are beneficial.

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.

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

The Iowa School for the Deaf is an Equal Employment Opportunity and Affirmative Action Employer. A Board of Regents, State of Iowa School.

GENERAL RESPONSIBILITIES
The principal is the educational leader who brings together and focuses all of the educational resources and support services available in the delivery of the best possible educational program and services to Deaf* students, in alignment with the educational goals of the community.

*We use the word “Deaf” in an inclusive manner to encompass various identities including D/deaf, DeafBlind, DeafDisabled, hard of hearing, and late-deafened.
Provide leadership to and management of the education programs within the school, consistent with school policies and procedures;
Responsibility for making determinations related to all positions within the school, including responsibility for hiring and performance evaluation (including accountability);
Fiscal responsibility for the funds allocated to all programs under their direction; and,
Responsibility for staying abreast of current educational trends and developments in instruction, curriculum, assessment, technology and discipline as it relates to the education of Deaf students (including those who have additional disabilities and needs).
Establish and foster a strong positive climate and culture which is conducive to learning.
JOB FUNCTIONS
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.

TERMS OF EMPLOYMENT
Length of position: 12 months per year
Hours: 8:00 AM to 5:00 PM

SUMMARY
Performs highly complex (senior-level) training and development work. Under the direction of the ASL Communication Coordinator, designs and delivers ASL learning opportunities primarily for employees. The ASL Training Specialist may also provide sign language support to students and families. Sign language training may include mentoring and guidance in the use of ASL and deaf culture. This position assists with SLPI assessments. Works under limited supervision, with moderate latitude in the use of initiative and independent judgment.

Minimum Qualifications
5 years of experience teaching sign language to second language users
Sign Language: The ultimate required proficiency level for the position using the levels designated in the SLPI is SUPERIOR. Minimum proficiency at hire is Advanced+. If hired with a sign language proficiency level below Superior, incumbent is required to participate in signed communication learning opportunities on a regular basis until required proficiency level is achieved.
Desirable Qualifications
Masters degree in a related subject
TASC & TASC/ASL Certification

Knowledge, Skills and Abilities/Attributes
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
ESSENTIAL FUNCTIONS
Deliver ASL education to staff, families and students (student) in classroom, distance learning and/or e-learning environments
Develop and implement appropriate course work and activities in accordance with employee and student needs
Designs and develops methods for the assessment and evaluation of course effectiveness
Analyze course content for accessibility, making changes to ensure accessibility, remediating any issues
Evaluate student and employee progress in receptive and expressive use of ASL
Develop and implement learning tools to assist employees and students with content mastery
Provide individual instruction to staff and students as needed
Develop learner understanding and appreciation of deaf culture
Provide mentoring in various areas of sign language for interpreters, community, statewide projects
Participate in ongoing professional development opportunities related to ASL and education best practices
Perform related work as assigned

NON-ESSENTIAL FUNCTIONS:
Assists with language mastery interviews, ratings and reports

SUPERVISOR
ASL Communication Coordinator

MILITARY OCCUPATION SPECIALTY (MOS) CODE: None

TERMS OF EMPLOYMENT
Length of position: 12 months per year
Hours: 8:00 AM to 5:00 PM

GENERAL DESCRIPTION
The ASL Communication Coordinator, under the supervision of the Human Resources Director, plays an important role in ensuring that TSD’s culture of bilingualism is reinforced and that TSD employees feel connected, recognized and proud to be part of this organization. The position provides guidance and support to TSD students, staff and families in the acquisition, development and refinement of ASL knowledge and skills. The ASL Communication Specialist provides leadership in the evaluation of staff sign language skills using the SLPI assessment program as part of TSD’s commitment to Bilingual education; Acts as a resource to teachers and staff in designing appropriate sign language professional development plans to support staff sign communication needs. Work involves scheduling SLPI interviews, ratings and follow-up reports for staff and students; scheduling and overseeing SLPI team, sign language classes and sign language instruction; evaluating program activities; developing budget requests. Plans, assigns and supervises the work of others as the department of Sign Language services expands.

REQUIRED QUALIFICATIONS
Bachelor’s degree in education, communication, linguistics, sign language, or interpreting.
Highly Fluent in ASL: SLPI Advanced Level Sign Language Skills or equivalent interpreter certification.
Knowledge of sign language curriculum and teaching strategies.
Ability to work flexible hours including some evening and weekends and willingness to do occasional travel including overnight.
Must be able to teach sign language and interpreting, to assess student learning performance and assess communication proficiency in others.

DESIRABLE QUALIFICATIONS
Master’s degree in education, communication, linguistics, sign language, or interpreting.
Prior experience as a coordinator of interpreting and/or sign language services
Experience as a teacher of the deaf
Administrative and/or supervisory experience relative to services delivery programs and subordinate staff
BEI Lever IV, V or RID MCSC certification
Experience in sign language and/or interpreter evaluations.

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

ESSENTIAL FUNCTIONS:
Develops and oversees TSD’s Sign Language program.
Assembles feedback to guide continuous improvement of the sign language program.
Serves as a resource on cultural competence and second language acquisition.

Sign Language Assessment
Performs SLPI interviews and assessments
Develops and oversees Sign Language Proficiency Interview (SLPI) teams, providing training to ensure consistent, accurate outcomes of SLPIs.
Monitors, collects and analyzes data from SLPI teams to determine support from demonstrated needs.
Assists managers in the creation and implementation of language improvement plans.
Provides coaching, modeling, and guidance aimed at professional growth for TSD staff through workshops and demonstrations pertinent to second language acquisition methods.

Sign Language Instruction
Working with the Human Resources Staff Support Specialist, develops and delivers research-based education and professional development aligned to school goals and initiatives using highly effective principals and strategies best suited to identified customers which may include students as well as adult learners.
Attends appropriate professional meetings and workshops to maintain proficiency and to acquire new ideas for continued improvement.
Keeps all stakeholders informed as to the progress of staff or student ASL language development.

Program Technical Assistance
Consults with individual staff and student on sign language related items
Conducts classroom observations and provides feedback to the teacher on sign language related tasks
Analyzes evaluation results; makes recommendations for curriculum and instructional needs of staff
Assesses sign language teacher performance.
May perform highly technical or specialized translation duties.
May provide community education workshops and training sessions.
Work cooperatively with the TSD Interpreting Department.
Serves on committees and taskforces in support of TSD sign language related initiatives
Performs other duties and accepts responsibilities as assigned.

SUPERVISOR
Human Resources Director

MILITARY OCCUPATION SPECIALTY (MOS) CODE: Program Supervisor VI
See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement