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

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

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

MAJOR DUTIES AND RESPONSIBILITIES:

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

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

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

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

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.