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.

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

GENERAL DESCRIPTION
Under the direction of the Human Resources Director, the Compensation Coordinator will perform a variety of responsible professional, technical and analytical classification and compensation activities related to the maintenance of the school’s compensation system for instructional contract staff. This position is responsible for reviewing and conducting research and data analysis on the alignment of TSD job descriptions with those of the Austin Independent School District (AISD). This position is also responsible for designing and planning compensation strategies for instructional contract staff in line with AISD practices, staying abreast of all AISD compensation adjustments and acting as liaison with AISD human resources. Works under limited supervision with moderate latitude in the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
Bachelor’s degree from an accredited college or university with a major in Human Resources, Business Communications or a related field. Related work experience may substitute for the required education on a year for year basis
Three years of experience performing Human Resources activities in the assigned areas
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is INTERMEDIATE. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.
*The applicant hired for this position will be required to obtain and hold SHRM or HRCI certification within 3 years of hire if not already held.

QUALIFICATIONS DESIRED
Master’s degree in Human Resources, Business, Communications, or related field
Knowledge of state and federal laws and regulations relevant to Human Resources
Experience managing compensation program activities, special projects and establishing goals and objectives
Experience preparing concise reports, investigations, and correspondence related to employment issues
Experience using USPS, FileMaker Pro, MS Office, and standard office equipment
Experience in Human Resources at a school
Experience working with deaf individuals
Senior Professional in Human Resources (SPHR) or Professional Human Resources (PHR) or SHRM Certified Professional (SHRM-CP) or SHRM Senior Certified Professional (SHRM-SCP) certification
Proficient sign communications skills
ESSENTIAL FUNCTIONS
Develops and maintains relationships with appropriate AISD human resources personnel to ensure the gathering and application of AISD compensation practices as it relates to instructional contract staff.
Provides guidance and expert interpretation of AISD pay practices to Employment and Compensation Specialists and managers as it relates to instructional contract staff.
Develops and documents procedures to streamline processes and ensure compliance with AISD pay practices.
Reviews HR policies and procedures related to compensation and certification practices, recommending changes as needed to ensure compliance with laws and rules and best practices.
Recommends and implements process improvements to enhance transparency and accuracy of compensation decisions related to assigned areas.
Participates in employee appeal requests and makes recommendations as appropriate for classification and compensation placement for all instructional contract staff.
In conjunction with the Employment and Compensation Specialists, participates in and makes recommendations as appropriate for manager requests for position classification and compensation placement for all instructional contract staff.
Develops and conducts or participates in specialized presentations and training related to assigned areas.
Serves on various departmental, divisional, and agency policy-making committees related to assigned areas.
Stays abreast of current environmental trends, legislation, and best practices in the field of HR.
Performs miscellaneous job-related duties as assigned.
NON-ESSENTIAL FUNCTIONS
May serve as a member of the school’s strategic planning teams
Serves as back-up to the Certification Specialist
In conjunction with the Certification Specialist, ensure appropriate certification requirements for assigned areas.
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.
SUPERVISOR
Human Resources Director

MILITARY OCCUPATION SPECIALTY (MOS) CODE
See Human Resources Specialist V page 1 http://www.hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_HumanResources.pdf

Supervise staff and provide leadership to assure that educational programs are of high quality, consistent with needs of students; assure fair and equitable implementation of policies and procedures consistent with the mission of ASDB; keep staff informed of ASDB policy and procedural changes; implement procedures for recruitment and employment of high quality candidates for vacant positions; participate in the development of ASDB policies, program planning, and staff development; provide leadership in developing and monitoring department and ASDB budgets; assure that appropriate student program and staff records are maintained for periodic progress reporting, compliance monitoring, personnel functions, auditing, and budget justification; assure that staff evaluations are completed which meet agency requirements and address program emphasis; promote and maintain cooperative and effective partnerships with parents, school districts, and the community; represent your department at meetings on and off campus; represent your department and ASDB in the community; complete other assigned duties. Manage policies, regulations and procedures to ensure that all students are supervised in a safe learning environment. Uses varied sources of evidenced and analyzing data about current practices and outcomes to shape vision, mission, and goals with high measurable expectations for all students and educators

TRAINING AND EXPERIENCE
Master’s Degree in Educational Leadership or equivalent coursework in a degree in another field
Teaching and supervising experience
Preferred Qualifications:
Teacher of the Deaf/Hard of Hearing and/or Teacher of the Visually Impaired
Ability to communicate in ASL

LICENSING AND REQUIREMENTS
Must be able to pass FBI and State background check
Defensive Driver Training Program to be completed by all agency personnel that drive on State business
Master’s Degree in appropriate discipline and experience in a directly related field are required
Certified or certifiable by the Arizona Board of Education as a Principal

KNOWLEDGE OF
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Considerable knowledge of educational principles and techniques relating to Deaf/Hard of Hearing and Visually Impaired students, curriculum, instruction, educational planning, principles of effective school management
Knowledge and experience with laws pertaining to special education
Professional Learning Community (PLC)/Data Team meetings to work with individual teachers and teams to analyze student work, monitor student progress, adapt curriculum, and adjust instructional practice to meet student-learning needs

SKILLED IN
Administration and supervision of the Educational Programs of ASDB
Providing leadership in curriculum, instructional strategies, assessment, and support/related services.
Ensures all educational services comply with state and federal laws and mandates.
Collaboration on an ongoing basis and uses the evaluation information for change and improvement.
Is responsible ASDB’s initiatives, strategic plan, and student improvement plan.
Provides direct supervision
Manages the school resources, including personnel, and budget.
Performs other duties as requested or due to unforeseen constraints on the Educational Programs

Provide individual and group counseling as needed; assist students in development of problem solving skills; assist students in awareness of their own feelings; facilitate referrals to outside agencies; initiate and follow through with agency procedures for student crises such as suicide threats; participate in activities to develop self esteem of students; develop and participate in activities to promote healthy choices around drugs, alcohol, sex and other adolescent issues; maintain communication among parents, staff and students; relate effectively to children, staff and parents; interpret information related to child and adolescent development to staff and parents; ensure safety of students; participate in in-service training and workshops provided by ASDB and community organizations; develop and present in-service programs to other ASDB staff; follow policies and procedures of ASDB

The Future is Yours
We’re Arizona State Schools for the Deaf and the Blind and we’ve been around for a while, 111 years serving the Deaf and the Blind communities. A lot has changed, besides innovation, at the heart of ASDB’s continued success is the dedication, connection, and strength of our teams. Our teams are our advantage and the reason for the success of our students.

Who are we looking for:
• Teachers of the Blind/Visually Impaired

What makes ASDB the place to be:
• Connected and Supportive Teams
• Professional Development and Mentoring
• Growth and Opportunities
• Honest and ethical interactions
• Accountability, Collaboration, Transparency
• Valued and Respected
• Empowered
• Low Teacher Student Ratios
• Instructional Assistants
• Competitive Salaries
• State Pension
• Outstanding Benefits
• Generous Paid Time Off
• Opportunities throughout Arizona
• Eligibility for Student Loan Forgiveness Programs

What makes you an ideal team member:
• Dedication
• Passion for Student Success – Passion for students and math BN
• Thrive in both team and independent roles
• Solution-focused
• Honest communications
• Value and respect a diverse community

What you’ll need to succeed:
• Education – Related degree in fields related to the education of children who are Deaf/Hard of Hearing, Blind/Visually Impaired, or Deafblind. Serving Birth to Grade 12
• Experience – preferred, but dedication, passion, and mentoring will help you shine too!
• Special Skills – ASL or Braille, would be a WOW
• Compliance – Arizona Department of Education Certification or ability to become certified within 3 years. Ability to obtain AzDPS IVP Fingerprint Clearance Card.
Compensation Range

Placement is based on degree and up to 20 years of certified classroom teaching experience.
The range is $42,545 to $81,447
New Teacher Signing Bonus of $1,500.00
Additionally the position is eligible for Proposition 301 monies
https://drive.google.com/drive/folders/0AAWq2EouMRxoUk9PVA

Leave Your Mark
If you feel becoming part of our leading-edge aligns with your mission and values, introduce yourself, we look forward to getting to know you better.

The Future is Yours
We’re Arizona State Schools for the Deaf and the Blind and we’ve been around for a while, 111 years serving the Deaf and the Blind communities. A lot has changed, besides innovation, at the heart of ASDB’s continued success is the dedication, connection, and strength of our teams. Our teams are our advantage and the reason for the success of our students.

Who are we looking for:
• Teachers of the Deaf/Hard of Hearing

What makes ASDB the place to be:
• Connected and Supportive Teams
• Professional Development and Mentoring
• Growth and Opportunities
• Honest and ethical interactions
• Accountability, Collaboration, Transparency
• Valued and Respected
• Empowered
• Low Teacher Student Ratios
• Instructional Assistants
• Competitive Salaries
• State Pension
• Outstanding Benefits
• Generous Paid Time Off
• Opportunities throughout Arizona
• Eligibility for Student Loan Forgiveness Programs
What makes you an ideal team member:
• Dedication
• Passion for Student Success – Passion for students and math BN
• Thrive in both team and independent roles
• Solution-focused
• Honest communications
• Value and respect a diverse community

What you’ll need to succeed:
• Education – Related degree in fields related to the education of children who are Deaf/Hard of Hearing, Blind/Visually Impaired, or Deafblind. Serving Birth to Grade 12
• Experience – preferred, but dedication, passion, and mentoring will help you shine too!
• Special Skills – ASL or Braille, would be a WOW
• Compliance – Arizona Department of Education Certification or ability to become certified within 3 years. Ability to obtain AzDPS IVP Fingerprint Clearance Card.
Compensation Range

Placement is based on degree and up to 20 years of certified classroom teaching experience.
The range is $42,545 to $81,447
New Teacher Signing Bonus of $1,500.00
Additionally the position is eligible for Proposition 301 monies
https://drive.google.com/drive/folders/0AAWq2EouMRxoUk9PVA

Leave Your Mark
If you feel becoming part of our leading-edge aligns with your mission and values, introduce yourself, we look forward to getting to know you better.