DUTIES AND RESPONSIBILITIES:
Design and provide quality, rigorous instruction. Implement instructional strategies that provide quality experience and a variety of activities.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies and administrative regulations.
Modify the general education curriculum as needed for special needs students who are deaf or hard of hearing based upon a variety of instructional techniques/strategies and instructional technology to meet the needs of students.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Confer with parents, administrators, testing specialists, social workers and professionals to develop individual education plans (IEP’s) designed to promote students’ educational, physical and social development.
Attend professional meetings, educational conferences and other teacher training opportunities to maintain and improve professional competence.
Attend staff meetings and serve on committees as required.
Provide experiences that are designed to promote learning of Kentucky Academic Standards.
Sponsor and attend extracurricular activities such as clubs, student organizations, academic contests and athletic events.
Perform other duties as assigned.
PREFERRED QUALIFICATIONS:
Successful experience as a Mathematics Teacher. Proficiency in ASL is preferred. Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

MINIMUM REQUIREMENTS:

Must have valid Kentucky Teaching Certification in mathematics for grades 8-12 or Certificate for Teaching Exceptional Children-Hearing Impaired, Grades Primary through 12.

Position Overview
The Chief Executive Officer will provide visionary leadership and strategic direction for the NAD, ensuring the organization effectively advocates for the rights of the deaf and hard of hearing community. Working collaboratively with the Board of Directors, staff, and stakeholders, the CEO will advance the NAD’s mission while strengthening its position as the leading voice for deaf and hard of hearing Americans. This role requires a dynamic leader who can navigate complex policy landscapes, build coalitions, and drive meaningful change for the community.

Key Responsibilities
– Strategic Leadership and Organizational Management
– Advocacy and Policy Leadership
– Financial Oversight and Development
– Stakeholder Engagement and Communications
– Team Leadership and Development

More details on these specific responsibilities, as well as the actual application process, are on the NAD website at https://www.nad.org/ceosearch

Teacher Consultant for the Visually Impaired

This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

BASIC FUNCTION:
A Teacher Consultant for the Visually Impaired (TCVI) is contracted to provide services to eligible students at Michigan School for the Deaf and works under the supervision of the Principal. The TCVI evaluates, participates in development of the Individual Education Plan (IEP), and implements the IEP for each student on their caseload with a vision loss; providing both direct and explicit instruction and consultation services.

Specifically, the TCVI will:
provide instructional service that are supportive of the classroom teacher and the student (s) on the consultant’s caseload. Instructional services include providing access to the curriculum, promoting academic growth, and ensuring communication and language access.
provide consultation to other educational personnel, including paraprofessionals, on behalf of the student(s) on the consultant’s caseload.
evaluate students to determine whether the student needs or continues to need TCVI services and to determine a student’s educational needs based on present levels. Evaluation includes writing reports, meeting with IEP Teams, and talking with parents.
be responsible for Medicaid billing on a monthly basis.

MINIMUM QUALIFICATIONS:
The candidate must be eligible for or have Teacher Consultant Approval, including:
possess a master’s degree in education or a filed of study related to special education.
meet all of the requirements of R. 340.1782 of the Michigan Administrative Rules for Special Education (MARSE).
Show evidence of a minimum of 3 years of satisfactory teaching experience, not less than 2 years of which shall be teaching in a special education program.
Read and write unified English Braille Code
Meet the physical requirements necessary to safely and effectively perform assigned duties, including lifting fifty (50) pounds on an occasional basis and in excess of fifty (50) pounds with assistance.
DESIRED QUALIFICATIONS:
Knowledge of agencies providing services for the blind and visually impaired;
One (1) year of successful experience in a Michigan school district or County Schools Office;
Skill in preparing and maintaining reports and records;
Knowledge of the development of skills related to self-help strategies and reinforcement procedures to encourage students to move independently throughout their environment.

WORK ENVIRONMENT:
Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of other agencies and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment

Board Certified Behavior Analyst (BCBA) for Deaf and Hard of Hearing (DHH)

This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

BASIC FUNCTION:
Develop, coordinate, and implement coaching, consultation, and technical assistance for DHH students with complex behavioral needs.
Uses the working knowledge of effective instruction in establishing school processes and routines that engage teachers/staff in regular monitoring of student progress and evaluation, adaptation, and improvement of interventions and strategies which meet the individualized needs of DHH students with behavioral needs.
Work collaboratively with agency partners and MSD staff to establish a strong MTSS (Multi-Tiered Systems of Support) model and ensure implementation relative to intensifying interventions for social-emotional growth.
Works with staff to deepen student understanding through data analysis and the development of Functional Behavior Analysis and Positive Behavior Support Plans to support increased student growth and achievement around behavior and its function.
Support in the data collection and analysis of behavior.
Provide professional development and coaching to work with students with behavioral challenges.
Leads team and individual student meetings for the purpose of facilitation and participation.
Administer assessments and analyze data to inform instruction.
Use technology to organize data and interventions.
Maintain appropriate relationships with students: modeling appropriate communication, showing respect and support, promoting independent thinking and good listening skills.
Support with restorative interventions for students.

QUALIFICATIONS:
Board Certified Behavior Analyst Certification (BCBA)
Master’s degree in psychology, counseling, behavioral health or other related major.
Three years’ successful experience in a related field, which includes behavioral services.
Experience developing training and support programs related to mental health/social-emotional learning.
Must possess exceptional organizational skills, data collection and analysis skills, and communication skills to effectively interact with superiors, peers, subordinates, local/state/national education reps, and regulatory/funding agencies, constituent districts, and the public-at large.
Knowledge of special education laws, rules, regulations, and compliance responsibilities.
Demonstrate a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Experience with supporting behavior through FBA and PBSP’s and evidence of fidelity of implementation.
Trained in Non-Violent Crisis Intervention or other crisis intervention approach(es).
Meet the physical requirements necessary to safely and effectively perform assigned duties, including lifting fifty (50) pounds on an occasional basis and in excess of fifty (50) pounds with assistance.

DESIRED QUALIFICATIONS:
Ability to communicate in American sign language (ASL).
Knowledge of agencies providing mental health resources, services, and/or supports for students who are Deaf and hard of hearing and their families.
One (1) year of successful experience in a Michigan school district or County Schools Office.
Skill in preparing and maintaining reports and records.

WORK ENVIRONMENT:
Michigan School for the Deaf is a bilingual, bicultural school operated by the Michigan Department of Education. All students enrolled are Deaf and hard of hearing. The primary mode of communication is American sign language with written communication in English.

Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of resident school districts, outside agencies, and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment

This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

Description:
Michigan School for the Deaf (MSD) is a day and residential facility for students who are Deaf and hard of hearing. This position functions primarily as a Speech and Language Therapist with an emphasis on augmentative and alternative communication for the school portion of the Michigan School for the Deaf. MSD is seeking an imaginative, self-motivated, student-focused educator with a high level of curiosity, humility, and passion for student learning and growth. This individual will work collaboratively, as a part of a multidisciplinary team, to provide speech and language therapy services and to facilitate the consideration, trial, and implementation of AAC technology and strategies that support students. This role requires the belief that both students and adults can utilize multiple languages and communication modalities to improve educational environments and outcomes. It is anticipated and expected that all functions of this position will help to advance the mission and vision of MSD.

Michigan School for the Deaf – Mission Statement:
To provide academics and social excellence – rich in ASL and English literacy for all students from infancy to graduation, to be the leader in educating Deaf and Hard of Hearing children in Michigan, and to provide services to their families and the community.

Michigan School for the Deaf- Vision Statement:
MSD graduates students empowered with a positive Deaf identity and who demonstrate the knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.

BASIC FUNCTION:
Collaborate with IEP teams to efficiently and adequately consider, select, trial, implement, and evaluate the effectiveness of communication technology
Reflect on current best practices, processes, and/or systems to promote AAC use in the classroom
Communicate student progress and development with parents and staff in a timely fashion
Establish a cooperative relationship with all students
Educate families and raise awareness about American Sign Language (ASL)/English bilingualism and the importance of a strong first language foundation for Deaf and hard of hearing (DHH) children
Use knowledge of curriculum, instructional expectations, and learning environments to support student engagement and growth
Provide consultation in partnership with educators, families, and students to increase independence with communication in a variety of environments and provide access to instruction
Facilitate opportunities for diverse, interprofessional collaboration to identify potential solutions, come to consensus, and support student and educator growth
Design and deliver engaging and informative job-embedded supports (e.g., coaching, PLC, workshops, training sessions) for families and teachers
Design and implement therapeutic intervention strategies
??Maintain student records and progress notes.
Participate in IEPs addendums, REEDs, parent/teacher conferences
Prepare reports and prepares documents related to the work such as speech evaluations, IEP reports, individual goals and objectives and progress reports.
Maintain awareness of technology innovations to inform future technology applications and purchases
Maintain a personal professional development agenda to ensure the acquisition of knowledge and skills about new developments in learning, coaching, and technology as they become available
Demonstrate effective skills in evaluating and providing services to students who demonstrate one or more of the following communication delays that adversely affects educational performance:
Articulation impairment
Voice impairment
Inappropriate language functioning for the child’s age in the areas of phonology, morphology, syntax, semantics, or pragmatic use of aural/oral language

QUALIFICATIONS:
Possession of a Master’s Degree in Communication Sciences and Disorders.
Certificate of Clinical Competence from the American Speech-Language Hearing Association (ASHA) and a State License in Speech Pathology is required for all levels.
Clinical Fellows (CF’s) are welcome to apply.
Experience with AAC technology is preferred. MSD is willing to pay for training.
Sign Language is preferred, but not required for hire. MSD will provide ASL classes.

DESIRED QUALIFICATIONS:
Strong interpersonal, written, and communication skills
Embrace a team-based collaborative approach focused on building the capacity and knowledge of all stakeholders
Knowledgeable of special education laws, including but not limited to the Individuals with Disabilities Education Act (IDEA)

SALARY:
Commensurate with experience.
Benefits package is available.

WORK ENVIRONMENT:
Michigan School for the Deaf is a bilingual, bicultural school operated by the Michigan Department of Education. All students enrolled are Deaf and hard of hearing. The primary mode of communication is American sign language with written communication in English.

Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of resident school districts, outside agencies, and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment

Oversee a variety of professional assignments to improve the speech functions of Deaf students in a residential school setting.
Individual tasks related to the duty include but are not limited to:
• Evaluates and diagnoses speech disorders of students.
• Designs and implements therapeutic intervention strategies.
• Maintains student records and progress notes.
• Participates in individualized education program (IEP) team meetings and multidisciplinary evaluation team meetings.
• Conducts annual reviews and re-evaluations of IEPs, addendums/revisions, review of existing evaluation data (REED), and participates in
parent/teacher conferences, open houses, and where appropriate, MSD family nights.
• Performs a wide range of screening and diagnostic tests.
• Prepares reports and prepares documents related to the work such as speech evaluations, IEP reports, develop individual goals and objectives.
•Consults with and advises staff, as well as local agencies, in establishing and maintaining screening programs and related
services for speech impaired children in accordance with Public Health Code, rules, and policies.
• Ensures the students with speech/language needs receive appropriate services including evaluation, treatment, plans and conducts therapy
assessments and collects data.
• Consult with children, parents, teachers and other professionals concerning speech, remediation and education of children with hearing and/or
speech impairment.
• Consult with audiologist to coordinate proper training for students.
• Consult with the development and implementation of educational programming to meet specific needs of children with speech and language
impairment.
• Performs related work as assigned.

BENEFITS:
• Health, mental health, dental, vision, and life insurance coverage for the whole family
• No-cost life insurance at double your annual salary, paying up to $200,000
• No-Cost vision insurance
• Disability coverage providing extended benefits and partial pay
• Supplemental pay and insurance during some military leaves
• 15-35 paid personal days per year
• 13 paid sick days per year
• 12 weeks of paid parental leave after a birth or adoption
• Up to 14 paid holidays per year. Including New Year’s and Christmas Eve, Memorial and Labor day, Thanksgiving, Veterans Day, and Juneteenth
• Up to 1 paid day of school and community leave annually
• 401(k) and 457 enrollment offered to new hires with multiple investment options
• 4%automatic contribution by the state for 401(k) plans
• Up to 5% match for additional 401(k) account contributions
• State contributions fully vest after 4 years
• Funds may be rolled-in from previous retirement accounts
• AND MORE!

The DDE program is looking to fill three Non-Tenure Track lecturer positions. The faculty member will teach courses and supervise student teachers in the field. There may be additional responsibilities such as advising students, mentoring students, or coordinating placements. This program will prepare students to become teachers of deaf and hard-of-hearing students at the elementary, middle and secondary level. This is a nine-month position with summers off. There is an option for additional summer contract to teach summer courses if they are available. This position will start August 2025.

Major Accountabilities

Teach courses in the Department of Deaf Education.
Supervise and Evaluate Student Teachers during their Student Teaching experiences.As
sist the Department Chair and Program Coordinator in placements, assessment, and mentoring.
Assist the program in writing grant proposals and scholarly activities.Parti
cipate in department, college, and university committees and activities.
Participate in professional organizations and professional development activities regarding teacher education and supervision.
Participate in diversity and communication work for the university.
Collaborate with RIT/NTID faculty and staff on special projects occasionally when applicable.

FUNCTIONS and RESPONSIBILITIES
•Knowledge and respect for the cultural norms and language of the Deaf community.
•Experience establishing a creative environment in which science is explored, discovered, and observed both in and out of the classroom.
•Experience working with children and implementing effective science instruction.
•Experience collaborating with colleagues to build an interdisciplinary world-class science program while cultivating a school environment that prioritizes science and makes learning visible to the community.
•Proficiency in delivering content area knowledge; ability to teach science classes including classroom instruction and lab rules and safety regulations and ensuring that all students understand classroom expectations
•Knowledge of instructional technology and its applications to the teaching of science.
•Deliver a rigorous and relevant science curriculum while maintaining a positive learning environment.
•Plan, develop, and execute lesson plans and provide instruction for individual students, small groups, and remedial instruction to meet the unique learning needs of students or subgroups.
•Assess student learning by using a variety of formal and informal methods.
•Apply knowledge of best practices in curriculum, instruction, and assessment, and methods of supporting and extending instruction and student learning.
•Prepare and correct examinations and proctor state assessments.
•Assess student learning to inform instruction.
•Apply knowledge of school policies and city and state laws.
•Participate in conferences with students and parents; individual guidance of students; and service on school committees.
•Participate in appropriate professional development activities to stay current in assigned teaching fields, programs, and discipline, as well as in the delivery of remote learning.
•Attend professional development days mandated by the Principal
•Provide synchronous and asynchronous remote learning instruction when directed by the Principal or per teaching assignment.
•Participate in the IEP process as needed.
•Manage recording and publishing student attendance and grading system on the school information system.
•Communicate school and district programs, policies, and procedures to students, staff, parents, and community, as directed by the Director.
•Participate in Professional Development/Professional Learning Communities (PLC), New Staff Orientation (as applicable): to provide exceptional student achievement; to establish the foundations for successful classrooms: ambitious vision and goals, purposeful long-term plans, and unit plans, rigorous assessments, strong relationships, and positive classroom cultures.
•Use student data to inform decision-making, develop and modify curriculum, and develop targeted and differentiated instruction (interventions/enrichment).
•Implement school-adopted curricular resources. Assist with the creation, completion, and presentation of school reports, as well as required reports for the district.
•Determine the need for curricular materials, assessment materials, and instructional resources; communicate ordering needs with the Principal.
•Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit.
REQUIREMENTS:
Education:
•Bachelor’s degree in Science Education, or other related field
•Master’s preferred
•ASL Proficiency required

Certification:
•RI Certificate in an academic content area (Science)
•RI Certificate in Teacher of the Deaf

•FUNCTIONS and RESPONSIBILITIES:
•Demonstrate knowledge and respect for the cultural norms and language of the Deaf community.
•Create and deliver a curriculum that creates and maintains a positive learning climate that incorporates rigor and relevance.
•Plan, develop, and execute lesson plans and provide instruction for individual students, small groups, and remedial instruction to meet the needs of identified students or subgroups.
•Assess student learning by using a variety of appropriate formal and informal methods.
•Apply knowledge of best practices in curriculum, instruction, assessment, and methods for supporting and extending instruction and student learning.
•Services shall include preparing and correcting examinations, proctoring, and substituting.
•Assess student learning to inform instruction.
•Apply knowledge of School policies and City and State laws.
•Services shall also include the customary conferences with students and parents; individual guidance of students; and service on school committees.
•Expected to participate in appropriate professional development activities to stay current in their assigned teaching fields, programs, and discipline, as well as in the delivery of remote learning.
•Attendance at professional development days as determined by the Principal is mandatory.
•Provide synchronous and asynchronous remote learning instruction when directed by the Principal or per teaching assignment.
•Participate in the IEP process as needed.
•Manage daily, the recording and publishing student attendance and grading system on the school platform.
•Adhere to communication of policies as a member of the certified instruction team and communicate school and District programs, policies, and procedures to students, staff, parents, and community, as directed by the Director.
•Participate in Professional Development/Professional Learning Communities (PLC), New Staff Orientation (as applicable): to provide exceptional student achievement; to establish the foundations for successful classrooms: ambitious vision and goals, purposeful long-term plans, and unit plans, rigorous assessments, strong relationships, and positive classroom cultures.
•Use student data to inform decision-making, develop and modify curriculum, and develop targeted and differentiated instruction (interventions/enrichment).
•Implement school-adopted curricular resources. Assist with the creation, completion, and presentation of school and district reports, as well as required reports for the district.
•Determine the need for curricular materials, assessment materials, and instructional resources; communicate ordering needs with the Principal.
•Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit.
•Provide instruction to deaf, hard-of-hearing, and/or language-delayed children.
•Create, with the students, a community of learners where students feel respected and honored.
•Design curricula and activities to meet academic standards and IEP goals.
•Communicate learning goals, high standards, and expected outcomes to students.
•Engage in building positive relationships with parents and collaborate with colleagues, to enhance each student’s ability to learn most effectively.
•Support the mission of the Rhode Island School for the Deaf.

Education:
•Bachelor’s degree in Secondary Social Studies Education, or other related field
•Master’s preferred
•ASL Proficiency required

Certification:
•RI Certificate in an academic content area (Secondary Social Studies)
•RI Certificate in Teacher of the Deaf

ESSENTIAL JOB FUNCTIONS:
*Plan and operate the learning system in the school building.
*Collaborate and actively support other school administrators on campus.
*Articulate, implement, and maintain the school’s vision following the current Strategic Plan.
*Plan, implement, and evaluate instructional programs, including the school’s objectives and strategies.
*Assist grade-level teams/departments and individual teachers to set appropriate goals.
*Plan, develop, and maintain a school climate that fosters high expectations, high student achievement, and sound decision-making.
*Select, assign, evaluate, and develop a staff that will positively impact student learning.
*Supervise and evaluate staff as required by the policies of the school.
*Establish high expectations for student achievement, which are directly and thoughtfully communicated to students and teachers.
*Establish clear rules and expectations for the use of time allocated to instruction.
*Design, implement, and assess comprehensive professional development programs tailored to meet the instructional needs of all staff from grades 1 through 12.
*Plan, design, and operate an internal, external, and personal communication system that utilizes high-quality communication skills in both English and ASL with families and the community.
*Use appropriate human relationship skills when dealing with various individuals and groups within and outside the school system.
*Conduct periodic building/classroom needs assessments.
*Accept and provide appropriate input to develop requests for funding reflective of identified needs.