QUALIFICATIONS:
1.School Psychologist Certification Granted by the Rhode Island Department of Education
2.Experience as a School Psychologist (minimum of 1 year)

REPORTS TO: Director

JOB GOAL: To support the academic achievement, social/behavioral skills and emotional well-being of Rhode Island School for the Deaf students.

PERFORMANCE QUALIFICATIONS: Demonstrate expertise in the areas of mental health, learning and behavior through direct service to students, coaching, consulting and outreach.

PERFORMANCE RESPONSIBILITIES OF SCHOOL PSYCHOLOGIST:

1.Adheres to federal and state special education regulations.
2.Communicates high and clear expectations for students.
3.Administers and/or reviews a variety of assessments (e.g. cognitive, adaptive, behavioral rating scales, observations, FBAs, etc.), shares findings with key stakeholders and interprets test data in order to understand the academic, biological, and developmental issues that impact student performance.
4.Assists teams in developing, implementing and monitoring Behavior Intervention Plans (BIPs) and Individualized Education Programs (IEPs) to meet the unique needs of students with disabilities.
5.Conducts risk screenings and supports district with crisis intervention.
6.Provides consult to teachers regarding the learning and social/emotional and behavioral well-being of their students.
7.Communicates regularly with students and parents regarding the student’s academic, behavioral, social/emotional status; communicates immediately when there are urgent concerns.
8.Collaborates with community providers and agencies to coordinate supports for students and families.
9.Serves as a member of Evaluation,504 and IEP Teams.
10.Actively participates and serves on general education problem-solving teams.
11.Provides direct student services including counseling, small group skills instruction, behavior intervention support and crisis intervention.
12.Assists in the collection and analysis of data at the district and building level.
13.Attends professional development workshops and conferences.
14.Communicates regularly with the Director .
15.Has solid knowledge of the RI Social and Emotional Learning Standards.
16.Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
17.Exhibits attributes of reliable attendance, promptness, dependability, and professional ethics; Uses effective communication skills with students, colleagues, families and related agencies (spoken, written and nonverbal); Completes all requested forms, reports, and data collections in an accurate and timely manner; Performs the functions of the position in accordance with the: Content Competencies as prescribed by the National Association of School Psychologists (NASP); RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests.
18.Performs other duties as may be assigned and/or necessary to perform the functions of the position.
Position Type: Full-time
Positions Available: 1
Job Category : Student Services > Psychologist
Equal Opportunity Employer
Rhode Island School for the Deaf is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Job Requirements
Education:
•Master’s Degree – Psychology
Supported by:
•Relevant coursework in Deaf Education, Special Education.
Certification:
•Rhode Island Certification as a School Psychologist (or eligibility of same by date of hire).
•Demonstrated proficiency in American Sign Language.
Knowledge and Skills:
•Knowledge of contemporary theory and practice in school psychology for deaf and hard of hearing students.
•Ability to communicate and provide guidance to a diverse school community
OR
•ANY combination of education, certification, knowledge/skills and experience that shall be substantially equivalent to REQUIREMENTS.

PLEASE NOTE:
•Only complete School Spring application packets, including letter of intent (Cover Letter) will be considered. Please do not send paper applications.
•Applicants must be currently certified by the Rhode Island Department of Education for the position for which they are applying.
If selected for interview, you will be required to bring the following items with you:

•Original Rhode Island Teacher or Administrator Certification
•Original Praxis or NTE scores
•Certified transcripts
•Original, signed professional letters of recommendation (references should be less than one year old, from persons not related to you whom you have known for at least one year)
Master degree preferred
Citizenship, residency or work visa required

An on-campus residence, consisting of a separate, newly remodeled, 2,200 sq. ft. 4-bedroom, all-brick house, will be provided to the selected candidate.

Under administrative direction of the Director of the Department of Rehabilitation Services, the incumbent plans, directs and coordinates all program activities at the Oklahoma School for the Deaf. The duties include planning, directing and coordinating the educational, recreational, vocational and residential programs, developing, preparing and monitoring the annual budget and supervising professional staff.

Reporting to the President, the Provost assumes as the academic leader for the University and maintains a primary focus on students and the faculty.

Leads and supports the faculty in their development of a curriculum of excellence and a dynamic environment for a learning community engaged in scholarly inquiry that addresses the needs of a diverse student body; promotes the highest levels of student engagement and supports faculty work that increases student engagement; assumes the responsibility for the mission for preparing graduates for career opportunities in a highly competitive, technological, and rapidly changing world; and assumes the responsibility for providing guidance in the development of university-wide strategic plans and then assumes responsibility for implementation of plans regarding academic affairs.

Provides overall leadership and direction to all areas of the division of Academic Affairs, including the Office of the Dean of the Faculty and the five schools, the General Studies Program, the Office for Student Success, the Office of Academic Quality, Research, the Graduate School and Graduate Admissions, the Center for Continuing and Online Education, the Office of the Library and Archives, and the Office for International Affairs.

Provides leadership and vision to Deans, all other Academic Affairs unit administrators, faculty and staff; supports curriculum and program development, advances teaching and learning, promotes research and other scholarly activity, and provide overall academic leadership to the University; charts new directions for programs, research, and services at all levels; and supports the mission of the University by establishing major long-range initiatives that match Gallaudet strategic plans.

Assures that academic affairs offers degrees, programs, and educational credentials that serve learners across the lifespan (Priority One of the Gallaudet Promise) and attracts students to Gallaudet University; maintains focus on overall enrollment and both undergraduate and graduate retention, to ensure the university meets its goals in these areas; and encourages innovation to increase enrollment and enhance retention and graduation rates.

Serves as a member of the President’s executive team and works collaboratively with executive team members in conceptualizing, developing, and implementing strategic plans, program reviews and accreditation; and provides high level counsel to the President.

Reviews and follows policies regarding the approval of all academic programs and curricula; and assures that all programming efforts are geared toward the attainment of academic excellence and that curricular offerings at all graduation levels meet the needs of our students.

Participates and oversees the development and implementation of an institutional research agenda that reflect the institution’s unique responsibility and commitment to encourage and support research and scholarship that benefits the deaf and hard of hearing population on campus, across the United States, and internationally.

Represents the interests of the division of Academic Affairs to the Board of Trustees; and works with the President to respond to questions or concerns of Board members.

Supports the advancement of technology, particularly in the areas of classroom and on-line instruction, student administration, and information sharing.

Works closely in partnership with the Deans and faculty, through the Faculty Senate and individually, in the spirit of shared governance to foster an environment in which academic freedom thrives; attends and/or collaborates with faculty committees as appropriate; and works closely with individual staff within and outside of Academic Affairs, and with the Staff Council as appropriate.

Works closely with the Director of Placemaking, the Chief Operating Officer, and the President in planning for and administrating Creativity Way and the Knowledge Studios.

Plans and administers a balanced budget; manages staffing levels to assure that they reflect enrollment, allocated positions, and other appropriate considerations; ensures all other spending is within allocations; and operates if needed in an era of constrained and reduced budgets.

Provides for the effective implementation and administration of the Faculty Guidelines and the Administration and Operations Manual including ensuring that policies and procedures related to tenure, promotion, hiring and other personnel actions for faculty and staff in Academic Affairs are conducted with attention to transparency, fairness, and diversity.

Establishes plans of work and reviews performance for Deans and other senior Academic Affairs administrators.

Promotes cross-divisional collaboration throughout the University in order to use resources more effectively and increase inter- and cross-disciplinary curricula and scholarship.

Participates in the University’s fundraising efforts.

Shows a genuine commitment to diversity, equity, and inclusion in the workplace; and participates in activities and workshops to foster continuous learning.

Serves as a mandatory Title IX reporter; and takes annual Title IX training as part of the compliance effort.

Establishes and maintains a positive and supportive working relationship with co-workers and supervisors.

Performs other related duties as assigned.

Required Minimum Qualifications (When the candidate’s resume meets these qualifications, it will be screened in):

A terminal degree (e.g, Ph.D, Ed.D, AUD, or MFA).
A minimum of six years of professional experience in educational administration.
Ability to communicate in American Sign Language.

Preferred Qualifications (While not required, it is an advantage for what the position needs.):

College or University teaching experience.

Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position):

Strong knowledge of educational practices and trends in higher education.
Strong knowledge of the unique educational needs of people who are deaf and hard of hearing.
Strong ability to communicate in a bilingual environment using American Sign Language and English.
Strong commitment to shared governance and demonstrates tireless effort on behalf of students, faculty, and staff.
Demonstrated understanding of diversity issues at the student, faculty, and staff levels with a commitment to ensuring our values of diversity and inclusivity as a multicultural organization.
Demonstrates evidence of successful organizational management and communication skills, sound judgment, and the ability to create consensus and unify constituent groups.
Demonstrates visionary leadership and distinguished scholarship.
Demonstrated ability to work with and across University departments, outside constituents and groups.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.

Other Important Information

This position is expected to report to work on campus. However, there may be opportunities for a hybrid work schedule based on performance and the needs of the department or the University.

All employees are expected to be fully vaccinated against COVID-19 (including the booster). They also will be required to submit their vaccination record within the first week of employment. If they cannot be fully vaccinated, they may apply for a medical or religious exemption.

The successful candidate will undergo a background check that must be cleared prior to working at Gallaudet University.

FLSA Exempt Status?

Yes

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Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, genetic information, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. This policy is in compliance with Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Rehabilitation Act, the Age Discrimination in Employment Act, the District of Columbia Human Rights Act, and other applicable laws and applies to all procedures affecting applicants and employees including, but not necessarily limited to: recruitment, hiring, placement, promotion, transfer, reassignment, reappointment, tenure, demotion, selection for training, layoff, furlough, and termination, compensation, and all other conditions or privileges of employment.

THE AMERICAN SCHOOL FOR THE DEAF
ANNOUNCES AN OPENING FOR
Controller – Finance & Operations

CLOSING DATE: Until filled
REV: 10/21/2022
POST: 10/21/2022

The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners. ASD is accredited through the New England Association of Schools and Colleges (NEASC), as well as the Conference of Educational Administrators of School Programs for the Deaf (CEASD).

ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone.

SCOPE OF DUTIES
This position reports directly to the Director of Finance and Operations (DFO) and is responsible for all day-to-day, monthly and annual financial accounting and reporting.

PRIMARY DUTIES
The primary responsibility of this position is to assist the DFO in performing routine and necessary accounting functions. The following specific responsibilities will apply:

• Planning and coordinating all accounting operational functions.
• Maintaining internal controls.
• Managing the accumulation and consolidation of all financial data necessary for an accurate accounting of consolidated business results.
• Preparing internal and external financial statements.
• Providing DFO with information vital to the decision-making process.
• Prepare the annual budget.
• Assessing current accounting operations, offering recommendation for improvement and implementing new processes.
• Cash management/cash flow analysis.
• Evaluating the effectiveness of accounting software and supporting database, as needed.
• Review of the 990-form prepared by external auditors.
• Review of Form 5500 prepared by external Actuarial.
• Review all internal and external financial statements.
• Overseeing regulatory reporting including: Federal IRS form 5500 Health Plans. Federal IRS Form 1099 and 1096, and State of Connecticut Sales and Use Tax Forms.
• Prepare consolidated financial statements and balance sheet monthly.
• Serve as key resource for DFO.
• Compiles financial information and generates all reports necessary for completing the DCF Single Cost Accounting Report.
• Develop and maintain up-to-date projections for DFO.
• Prepares quarterly financials for DFO’s review.
• Responsible for investment activity and reconciliation. Monitor investments to ensure accurate accounting.
• Develop and maintain procedure manual.
• Responsible for all Grant and Construction Reporting.
• Other related duties as assigned.

REQUIRED SKILLS AND ABILITIES
• Excellent written and oral communications skills
• Strong organizational skills, highly detail oriented and consistent follow-through on assignments
• Ability to effectively engage with diverse staff and leadership to promote trust, collaboration, and partnership
• Strong management expertise; able to manage multiple projects effectively
• Excellent organizational skills and attention to detail
• Proactive and independent with the ability to take initiative
• Excellent time management skills with a proven ability to meet deadlines
• Strong analytical and problem-solving skills
• Discretion, tact, and high regard for confidentiality required.
• Proficient with Microsoft Office Suite or related software

MINIMUM REQUIREMENTS
• Graduate degree and professional certification preferred.
• Proficiency in MS Excel and Accounting packages.
• Audit / CPA firm experience preferred.
• Working knowledge of American Sign Language preferred, or willingness and commitment to learn.

The American School for the Deaf does not discriminate on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

All applicants will be screened and the most highly qualified applicants will be invited to interview.

Special School District Organization

The Special School District (SSD) is an educational service agency governed by a twelve-member Board of Directors that is responsible for hiring the superintendent. Since its inception in 1977, the SSD has provided educational opportunities to Louisiana students with low-incidence disabilities and a variety of unique needs. Currently, the District operates two schools: Louisiana School for the Visually Impaired (LSVI), and Louisiana School for the Deaf (LSD), both located in Baton Rouge. The SSD strives to honor its vision: to empower students to turn challenges into opportunities as big as their dreams.

Special School District Superintendent Job Description

The Superintendent of the Special School District (SSD) will have a unique opportunity to improve education opportunities, choices, and quality of instruction for thousands of K-12 children within one District in Louisiana. Success will require this leader to champion the vision for SSD and its unique student population; identify metrics and communicate a higher set of expectations for the district; and drive related transformation efforts to build a broad base of support through engagement with the community, civic leaders, and policy leaders at the state level, as well as grassroots leaders in homes and schools throughout the state. To accomplish this bold and critical work, the SSD Board of Directors seeks a seasoned, tested, high-caliber leader to assume the following responsibilities:

Increase the academic achievement level of all SSD students by working collaboratively with the Chief Academic Officer, the Assistant Superintendent for Special School Programs, the Director of the Louisiana School for the Deaf, and the Principal for the Louisiana School for the Visually Impaired to support the academic growth of students.
Facilitate a collaborative effort to review and refine the SSD’s vision, mission, and beliefs to focus on developing a statewide model of excellence in serving students who are deaf or hard of hearing, blind or visually impaired, or identified as having other low-incidence disabilities.
Develop an annual academic strategy for SSD schools and programs anchored in high expectations and measurable growth in student performance and college and/or career attainment for all students, while understanding and celebrating what’s unique about each school’s student population and tailoring school strategies with these distinctions in mind.
Ensure an academic setting that provides students with opportunities and the support to build their independence and self-advocacy skills on the path to adulthood. This element is essential not only at school, but in dormitories and off-campus venues where students learn to interact with the community at large and gain invaluable work experiences.
Maintain a visible presence in the schools, programs and in the community.
Communicate with the public through available opportunities such as the district website, newsletters, social media, media releases, and public speaking engagements.
Provide the SSD Board of Directors — as well as student families, staff, and the general public — with clear, frequent, and easily accessible information about the schools, their missions, curriculums, and academic performances.
Ensure administrators and teachers communicate student progress and academic resources.
Develop strong and sustainable partnerships with LEAs, other relevant state agencies, and with the wider field of national experts.
Develop and implement a hiring and retention plan that complies with applicable state and federal laws targeting the most qualified and competent teachers, administrators, and shared specialty service personnel.
Administer an educator evaluation program aligned to state requirements that supports teachers and school leaders in defining expectations for student learning, and monitoring progress of those goals throughout the year.
Develop a strategic plan as required by the Office of Planning and Budget to achieve agreed-upon strategic goals.
Maintain or increase an appropriate budget to operate the SSD by working collaboratively with the Division of Administration and the legislature.
Ensure that instructional staff is fairly compensated and schools and programs are receiving fair and equitable services through shared specialty services.
Develop systems of collaboration between SSD and other state agencies, as well as the wider field of experts both within and outside of Louisiana, in service to the plan of becoming a highly functioning and valued statewide resource.
Administer the development, implementation, and annual assessment of educational programs consistent with state and federal requirements.
Ensure that policies, procedures, and school rules promote a safe, respectful, and healthy school.
Make administrative decisions necessary for the effective and efficient operations of the SSD facilities and property.
Skills

Proven ability to recruit, manage, and retain high-functioning talent and teams.
Deep and excellent capacity for relationship-building across teams, organizations, geographies, and interests.
Seasoned and innate instincts for authentic, effective professional communication with a wide range of stakeholders and personalities.
Tested experience in managing systemic systems-change processes, including articulating a new, clear, and thoughtful vision with evidence of driving a team effectively through that change.
A track record for holding schools or organizations accountable for high academic or industry standards.
Experience navigating and leading effectively within a public advocacy context; and
Demonstrable experience in developing a team or organizational strategy and being accountable for its results.
Minimum Qualifications

The SSD Superintendent must believe deeply in, and be motivated by, the SSD’s mission to provide compassionate, collaborative, and innovative educational opportunities for students with low-incidence disabilities, meeting each student’s unique needs. Additionally, the SSD seeks a leader with the following skills, experience, and attributes:

Master’s Degree earned at a regionally accredited college or university.
Five years of successful experience in leadership, management, or school governance (state, parish, or city) as a superintendent, assistant superintendent, supervisor of instruction, principal, or assistant principal in a State-approved system, or experience certified as equivalent to any of these by the Board.
Compensation Package

The salary range for the Superintendent is $135,000-$175,000. Salary will be based on qualifications and experience.
Participation in state retirement package, deferred comp, life insurance, dental insurance, health insurance, supplemental benefits, flexible spending accounts, annual, sick, military, civil, and funeral leave, state holiday leave, workers compensation, START Saving Program (LA Student Tuition Assistance and Revenue Trust Program), LA HIPP (If you or a member of your family received Medicaid and are determined eligible, LAHIPP will reimburse the premium paid for the policyholder and Medicaid and Medicaid eligible dependents)

Responsibilities include performing any maintenance or specific trade work as
assigned and qualified to perform. Examples of maintenance tasks include changing light fixtures and bulbs, replacing sidewalks, landscaping including operation of push and riding mowers, leaf collections and snow blowers, shoveling snow, painting work, moving furniture, small renovation projects including demolition of walls and erecting new walls,
digging, driving school vehicles, transporting students and staff and general maintenance repairs.

Responsibilities include: plan, prepare, and present lessons of appropriate academic work to students, use appropriate communication techniques to assure clarity and accuracy of conveyed information, work with the Principal in guiding parents toward identifying their child’s strengths and weaknesses and in programming for them accordingly through the IEP process, attend in-services and departmental meetings to participate in decision-making, to maintain current knowledge in the field and to gain understanding of new techniques and methodologies in education.

 administer daily and PRN medication per physician order
 assisting in maintaining medical records for students in a confidential manner
 contacting physician regarding health of students, medications, and examinations
 assessing injured or ill students and providing routine treatment and/or
emergency care in accordance to licensure, training, and physician order
 participate in coordinated care of students and communicate with all members of
care team, including but not limited to, students, supervisors, school staff,
parents, and other healthcare providers
 complete state mandated screenings annually
 assisting the physician with physical exams and evaluations
 must be aware of all shift responsibilities in the event of emergency coverage
 travel with students for field trips and school outings may be required and will be
planned in advance of day.

https://beta.ceasd.org/wp-admin/post.php?post=2722&action=edithttps://beta.ceasd.org/wp-admin/post.php?post=2722&action=edit https://beta.ceasd.org/wp-admin/post.php?post=2722&action=edithttps://beta.ceasd.org/wp-admin/post.php?post=2722&action=editPrimary Responsibilities:
● Assist in preparation of instructional materials
● Review and reinforce previously introduced learning for an individual or small group of students within the school, community, or classroom as planned by the teacher(s) and/or specialist(s)
● Assist in the implementation of health, safety, and emergency procedures
● Assist the teacher(s)/specialist(s) in other duties compatible to the job classification
● Perform student management duties before and after school, during recess, lunch, assemblies, emergency drills, and in classrooms within the standard school day
● Assists or implements personal care protocols (e.g., toileting needs, feeding needs)
● Maintain a high level of ethical behavior and confidentiality of information
● Participate in staff meetings as needed
● Arrive and depart punctually, notifying appropriate personnel about absences and coverage
● Abide by all policies and procedures of MECDHH/GBSD and Federal/State regulations
● Perform other related duties as assigned

Minimum Qualifications:
● High School diploma or GED
● Maine certification as an Educational Technician I
● Current Criminal History Records Check (CHRC) Certificate
● Experience working with children preferred
● Current training in emergency, health, and safety procedures (CPR, First Aid, etc.)
● Fluency in American Sign Language or willingness to learn
● Ability to work collaboratively with a team of professionals

The staff interpreter at TSD will provide interpreting services to students, staff,
families, and others.

Essential Duties and Responsibilities:
• Serve as an interpreter for students, staff, families and other visitors
• Interpret student IEP meetings
• Interpret other meetings as needed (in-service trainings and workshops)
• Support statewide outreach efforts to K-12 educational interpreters

Knowledge, Skills, and Abilities:
• Demonstrated ability to work well with a diverse population
• Time management skills in scheduling events and meetings
• Ability to prioritize requested services
• Comfortable working with young students and adults
• Ability to provide outreach, training, and support to K-12 educational interpreters
in the state