The Director of the Division of State Schools will have a physical workstation at the KDE Sower Building in Frankfort, but will be present on each campus weekly, pending travel approvals.

The Director of the Division of State Schools will provide oversight of the operations and management of the KSB and the KSD while also providing support to school leaders. This position will also collaborate with stakeholders to improve student outcomes, including a focus on the effective implementation of the Individuals with Disabilities Education Act (IDEA).

KDE Level Activities:

Participate in OSEEL leadership activities and events as directed by the OSEEL Associate Commissioner.

Supervise and evaluate the Director of Special Education for the State Schools.

Supervise and evaluate the Program Coordinator of Food Service for the State Schools.

Supervise and evaluate the Administrative Assistant III for the DoSS.

Participate in weekly OSEEL stand-up or office-level meetings.

Participate in OSEEL events as directed by Associate Commissioner.

Collaborate and partner with other OSEEL Division Directors and Branch Managers.

Collaborate with OSEEL office level staff.

Prepare State School updates for the Kentucky Board of Education as directed by the OSEEL Policy Advisor and / or Associate Commissioner.

Work with the Office of Finance and Operations (OFO) regarding State School finance and human resources, specifically 18A staff.

Work with and support the Office of Educator Licensure and Effectiveness (OELE) regarding State School certified (161) staff.

Work with and support the Office of Teaching and Learning (OTL) regarding academic standards for the State Schools.

Work with and support the Office of Communications regarding State School media interactions.

Engage in regular and ongoing direct reports with the OSEEL Associate Commissioner.

School Level Activities:

Supervise and evaluate the KSB and the KSD principals utilizing the approved Certified Evaluation Plan.

Schedule and conduct regularly scheduled meetings with School Leadership in both schools: Assistant Principal, Counselor(s), Director of Student Life (Dorm Director), Director of Finance, Director of Operations, Director of Safety, others as needed.

Provide Professional Learning opportunities for School Leadership.

Support the KSB and KSD Advisory Councils including but not limited to advertise for council replacements, review of by-law adherence, review of agendas for council meetings, development of staff notes for KBE meetings for new members.

Regularly collaborate / meet with KDE KSB/KSD Capital Projects manager.

Serve as the liaison between State Schools and KDE regarding materials delivery, policy clarification and KDE Office contact.

Serve as proxy for OSEEL Associate Commissioner and KDE Commissioner, as deemed appropriate regarding signing of documents for recertification, signing of documents grant applications and others as appropriate.

Meeting and de-briefing with school principal on review of academic progress, budget issues, upcoming activities, compliance with state statutes/regulations and personnel issues.

Meeting with school leadership as identified previously.

Visit of residential facilities during residential hours. This requires being present after the normal school day in order to see dorm conditions with students present and to meet face-to-face with the Director of Student Life.

MINIMUM REQUIREMENTS:

The successful candidate must possess a valid teaching certification and have a minimum of 5 years of professional experience, with three years of administrative experience, at the state, regional or local level.

PREFERRED REQUIREMENTS:

Experience educating students with low vision or blindness and students who are Deaf or hard of hearing is preferred.

Proficiency in American Sign Language (ASL) is preferred.

Sufficient experience to assure knowledge, skills and abilities to accomplish position objectives.

NOTE: The agency may authorize the selected applicant to telecommute. The candidate may need to report to the office as needed. The agency may terminate or modify the telecommuting arrangement at any time.

Applicants and employees in this classification may be required to submit to a drug screening test and background check.

In accordance with KRS 161.220 the applicant selected for this position will become a member of the Teachers’ Retirement System.

The salary for this position is competitive and will be commensurate with education and experience of the successful candidate.

Applicants currently under contract with a local school district are required to provide a written release from their superintendent prior to an offer of employment will be given.

Applications, resumes and letters of interest for this position should be directed to: Kathryn McCrystal, Division of Resource Management, 300 Sower Blvd, 4th Floor, Frankfort, KY 40601; Phone: 502-564-3716; [email protected]

The Staff Support Specialist is responsible for the development, implementation, management and provision of the agency’s staff development program. Using a variety of training methods, the Staff Support Specialist designs, develops and delivers strategic employee learning and development programs including, but not limited to, management and leadership development, onboarding, and career development through various modalities including presentations to large or small groups, e-learning and interactive sessions, etc. Coordinates the Ranger Academy/Bridge Learn (Learning Management System) including serving as an expert to support users, maintenance, updates, and operations. Works under limited supervision with considerable latitude for the use of initiative and independent judgment.

Recognized for its diversity, dedication to inclusion, and strong partnerships with the community, the Richmond School District is among one of the largest districts in British Columbia with some of the highest graduation rates in the province. With a long history of providing high quality experiences for students, the Richmond School District strives to be “The Best Place to Learn and Lead.”
Richmond School District operates 38 elementary schools, 10 secondary schools, alternate programs, continuing education, and a number of additional facilities. The district enrolls approximately 21,000 students (K-12) and employs over 3000 dedicated staff.
A part-time (0.3 FTE) continuing Teacher Consultant is required as a member of the BC Provincial Outreach Program for Students with Deafblindness (POPDB). The Teacher Consultant will work as a member of the provincial outreach team in providing support to school districts, independent schools, and online schools who enroll students who are deafblind throughout British Columbia. Travel will be required as consultative services are provided in students’ home school district or independent school. Support for students with deafblindness in online schools is provided virtually.
Supporting school district professionals and families in the successful integration of students who are deafblind, the Teacher Consultant’s role involves the following:
• identify the needs of the student who is deafblind
• identify the support needs of the school-based team
• assist school districts, independent schools, and online schools in program planning for students who are deafblind
• assist school districts, independent schools, and online schools in the development and implementation of an Individual Education Program (IEP)
• provide adaptive programming recommendations for successful inclusion
• provide support to school-based team through regular consultation visits
• teach courses related to deafblind intervention to educational assistants currently supporting a student with deafblindness
• develop courses and learning modules for online courses in deafblindness and Intervention
• prepare and deliver workshops and presentations on topics related to deafblindness for in-person and online audiences
Qualifications
The successful candidate will have:
• experience as a teacher in K-12 settings
• demonstrated experience in providing educational and/or resource services to students with deafblindness
• demonstrated participation in recent training and coursework in deafblindness
• demonstrated ability to work independently as well as collaboratively within multidisciplinary teams
• effective oral and written skills as well as excellent organizational skills
• a valid BC driver’s license and vehicle
• an ability and willingness to travel regularly throughout the lover mainland and occasionally to other areas of the province that require air travel and/or overnight stays
For further information about this position, please contact Ravinder Johal, Director of Instruction – Learning Services ([email protected]).
The Richmond School District is committed to recruiting a diverse workforce that represents the community we so proudly serve. Our ability to provide the best education for our student population relies on a rich diversity of skills, knowledge, backgrounds and experiences. Indigenous applicants, people of colour, all genders, 2SLGTBQ+ and persons with disabilities are encouraged to apply.
Preference will be given to those applicants who identify as an Indigenous (First Nations, Inuit or Metis) person as part of their application.

Recognized for its diversity, dedication to inclusion, and strong partnerships with the community, the Richmond School District is among one of the largest districts in British Columbia with some of the highest graduation rates in the province. With a long history of providing high quality experiences for students, the Richmond School District strives to be “The Best Place to Learn and Lead.”
Richmond School District operates 38 elementary schools, 10 secondary schools, alternate programs, continuing education, and a number of additional facilities. The district enrolls approximately 21,000 students (K-12) and employs over 3000 dedicated staff.

A full-time continuing Teacher Consultant is required as a member of the BC Provincial Outreach Program for Students with Deafblindness (POPDB). The Teacher Consultant will work as a member of the provincial outreach team in providing support to school districts, independent schools, and online schools who enroll students who are deafblind throughout British Columbia. Travel will be required as consultative services are provided in students’ home school district or independent school. Support for students with deafblindness in online schools is provided virtually.

Supporting school district professionals and families in the successful integration of students who are deafblind, the Teacher Consultant’s role involves the following:
• identify the needs of the student who is deafblind
• identify the support needs of the school-based team
• assist school districts, independent schools, and online schools in program planning for students who are deafblind
• assist school districts, independent schools, and online schools in the development and implementation of an Individual Education Program (IEP)
• provide adaptive programming recommendations for successful inclusion
• provide support to school-based team through regular consultation visits
• teach courses related to deafblind intervention to educational assistants currently supporting a student with deafblindness
• develop courses and learning modules for online courses in deafblindness and Intervention
• prepare and deliver workshops and presentations on topics related to deafblindness for in-person and online audiences
Qualifications
The successful candidate will have:
• experience as a teacher in K-12 settings
• demonstrated experience in providing educational and/or resource services to students with deafblindness
• demonstrated participation in recent training and coursework in deafblindness
• demonstrated ability to work independently as well as collaboratively within multidisciplinary teams
• effective oral and written skills as well as excellent organizational skills
• a valid BC driver’s license and vehicle
• an ability and willingness to travel regularly throughout the lover mainland and occasionally to other areas of the province that require air travel and/or overnight stays

For further information about this position, please contact Ravinder Johal, Director of Instruction – Learning Services ([email protected]).
The Richmond School District is committed to recruiting a diverse workforce that represents the community we so proudly serve. Our ability to provide the best education for our student population relies on a rich diversity of skills, knowledge, backgrounds and experiences. Indigenous applicants, people of colour, all genders, 2SLGTBQ+ and persons with disabilities are encouraged to apply.

Preference will be given to those applicants who identify as an Indigenous (First Nations, Inuit or Metis) person as part of their application.

Primary Responsibilities:
This is a full-time, 198-day, Special Education Teacher position within the Statewide Education and Family Services team.
• Works collaboratively with the Portland Site Based Program team
• Provides ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing with additional special needs
• Designs, develops, and implements specially designed instruction and consultation as determined through the IEP process.
• Provides recommendations for instructional program adjustments upon request.
• Provides in-service training to public school professionals.
• Serves students in pre-K and public school settings using all communication modalities.
• Monitors communication and language development through a variety of strategies and assessments.
• Provides evaluations upon referral.
• Participates in the IEP process, writes present levels of performance and goals, following the Maine Early Learning Development and Common Core Standards for students.
• Collects and documents data related to IEP goals and consultation.
• Identifies and shares resources with educational teams and families to support students’ access and learning needs.
• Monitors developmental, academic, communication, and language skill development through a variety of strategies and assessments.
• Completes peer awareness activities in students’ classrooms.
• Facilitates writing of communication and language plan.
• Works collaboratively with parents and a wide variety of professionals from Maine schools and agencies to develop positive and successful educational programs for students.
• Enters child specific service information into databases.
• Collaborates as a team member with professionals from school districts in assigned regions.
• Abides by all the policies and procedures of MECDHH/GBSD and Federal/State regulations.
• Any other duties as assigned.

Minimum Skills and Qualifications:
• Bachelor’s Degree (Masters preferred)
• A minimum of 3 years experience in Deaf and/or Special Education
• State of Maine Certifications – 282 (Special Education), 292 (Deaf Education), or willingness to obtain.
• Knowledge of the IEP Process
• Knowledge of all communication opportunities or willingness to learn
• High level of professionalism, strong organizational, communication and written skills
• Ability to deal effectively with a wide range of people in a helpful, positive and constructive way
• Ability to work independently and as a member of a team, establish priorities, and work collaboratively as a member of a diverse community
• Skilled in the areas of organization, facilitation, and program management
• High level of professionalism, strong organizational, communication, and written skills
• Ability to engage in dialogue on complex, difficult or emotional issues
• Fluency in American Sign Language preferred/willingness to learn required
• Current CHRC Certificate (Fingerprinting) required

This is a full-time, 198-day, ASL Specialist/TOD position within the Statewide Education and Family Services team. This position is responsible for providing ASL specially designed instruction to deaf and hard of hearing children and ASL Parent Training in the Mackworth Island preschool program. This position requires a collaborative approach working with an interdisciplinary early childhood team to meet the needs of all students.

Primary Responsibilities
● Serving students in preschool with goals for ASL development virtually and in person.
● Providing Parent Training as requested by IEP team per referral.
● Collecting and documenting data on IEP goals.
● Participating in the IEP processes, preparing present levels of ASL performance, and planning goals and objectives.
● Utilizing video and online technology and platforms to create ASL materials for instruction and sharing.
● Providing itinerant specially designed instruction to deaf and hard of hearing students communicating in American Sign Language in mainstream settings.
● Providing ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing communicating via American Sign Language in public and private schools throughout designated areas in Maine.
● Assisting teachers and support staff in developing appropriate instructional environments to support students’ access to ASL.
● Acting as a resource to instructional staff related to language use, variation, technical signs, communication strategies, etc.
● Communicating regularly and documenting on-going family and school communication.
● Providing current ASL materials (articles, hand-outs) to the SEFS team, case manager, classroom teacher, and/or parents on topics relevant to that child’s needs.
● Working collaboratively with parents and professionals to develop positive and successful educational programs for students.
● Maintaining professional digital calendar of all services and meetings.
● Documenting communication and service provision in CINC database and/or Google file.
● Abiding by all the policies and procedures of MECDHH/GBSD and Federal/State regulations.

Minimum Skills and Qualifications
● Bachelor’s Degree (Masters preferred)
● State of Maine Certification as a 292 Teacher of the Deaf or related certification/licensure
● Prior teaching experience with children who are deaf or hard of hearing
● Knowledge of the variety of communication modalities used by students who are deaf or hard of hearing
● Background and knowledge in ASL linguistics/Deaf Studies
● Native or Native-like fluency in American Sign Language
● ASL PI score of 4 or higher
● Such alternatives to the qualifications listed above as the Board may find appropriate and acceptable
● Sensitivity to cultural diversity, race, gender, and other individual differences in the workforce; recognizes the value of diverse perspectives and experiences and fosters a work environment reflective of the community at large.
● Excellent interpersonal and communication skills
● Current CHRC Certificate required

Burnaby offers a perfect combination of urban and residential living, and a rapid transit system makes it easily accessible to other urban centres (20 minutes to downtown Vancouver or Surrey). Surrounded by mountains, ocean, lakes and parks, Burnaby is a beautiful and livable city that enjoys a mild climate. Simon Fraser University and the BC Institute of Technology are also located here. The Burnaby School District is an urban district with 53 schools and sites, 24,000 students and a staff of 4,000.

Applications are invited from qualified teachers for full-time (1.0 FTE), part-time and occasional positions with the Burnaby School District starting immediately. The BC Provincial School for the Deaf is a Provincial Resource Program that is overseen by Burnaby School District. It is a K-12 school located at two sites, one elementary school and one secondary school. Salary for this position will be based on the B.C. Teacher’s Collective Agreement and would range between $53,000 to $94,000 depending on certification and years of experience.

The successful candidate will have:

• a Bachelor of Education Degree or academic equivalent
• a Master’s Degree or Diploma in the education of the deaf and hard of hearing or certification by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH)
• fluency in sign (A.S.L.) plus the qualifications for specific teaching assignments are required for the Provincial School for the Deaf
Application Details:
Your application should include your cover letter, resume, professional credentials, supporting documents, and a minimum of three reference. All applications should be forwarded through https://bit.ly/3O999my

The Burnaby School District values inclusion and embraces diversity as a strength. Our goal is for all individuals to feel a sense of belonging in a safe, supportive and welcoming community. We encourage applications from all qualified individuals, including Indigenous, Black, people of colour, all genders, LGBTQ2+ and persons with disabilities.

Burnaby offers a perfect combination of urban and residential living, and a rapid transit system makes it easily accessible to other urban centres (20 minutes to downtown Vancouver or Surrey). Surrounded by mountains, ocean, lakes and parks, Burnaby is a beautiful and livable city that enjoys a mild climate. Simon Fraser University and the BC Institute of Technology are also located here. The Burnaby School District is an urban district with 53 schools and sites, 24,000 students and a staff of 4,000.

The BC Provincial School for the Deaf is a Provincial Resource Program that is overseen by Burnaby School District. It is a K-12 school located at two sites, one elementary school and one secondary school. Salary for this position will be based on the B.C. Teacher’s Collective Agreement and would range between $53,000 to $94,000 depending on certification and years of experience.

The successful candidate will have:

• a Bachelor of Education Degree or academic equivalent
• a Master’s Degree or Diploma in the education of the deaf and hard of hearing or certification by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH)
• fluency in sign (A.S.L.) plus the qualifications for specific teaching assignments are required for the Provincial School for the Deaf

The Burnaby School District values inclusion and embraces diversity as a strength. Our goal is for all individuals to feel a sense of belonging in a safe, supportive and welcoming community. We encourage applications from all qualified individuals, including Indigenous, Black, people of colour, all genders, LGBTQ2+ and persons with disabilities.

Through a residential/day school and statewide outreach programs, the North Dakota School for the Deaf Resource Center provides optimum educational, social/emotional, and cultural experiences for individuals who are deaf and hard of hearing (infants through senior citizens) across North Dakota. The ND School for Deaf Resource Center serves over 200 students across North Dakota, 20 of whom attend the day school in Devils Lake. In addition, we provide services to over 600 adults in our state.

The Superintendent provides leadership and administration for all educational and residential programs and activities. Responsibilities include:

• Provide overall direction, leadership, and strategic planning for ND School for the Deaf Resource Center.
• Administer organizational budget for ND School for the Deaf Resource Center.
• Supervise and provide direction to center-based and regional staff (approximatley 55 team members), including reviewing curriculums, assessments, and performance.
• Participate in statewide planning efforts with state personnel, school administrators, consumers, families, and all individual associates in related programs.
• Represent ND School for the Deaf Resource Center through presentations, national and regional organizations, and in various media outlets.

SUMMARY:
The Director is responsible for the effective operations, administration, facilities management, finances, instruction of the school as well as managing relationships with the community and stakeholders. The Director will serve as the school leader by providing leadership, community building, instructional leadership oversight, community outreach, and human and financial resource oversight consistent with school policies and procedures outlined by the Rocky Mountain Deaf School Board. The Director will collaborate with the School Board to develop and implement strategic planning and meet nationwide accreditation standards as well as be a leader in school safety emergency response planning.

VALUES:
Through strong collaboration with students, parents, and staff, the Director will provide guidance and leadership following the RMDS values set forth:

High Expectations:
The Director will model and expect the best work from students, faculty, board members and parents.

Family Atmosphere:
The Director will create a welcoming and intimate environment in which students, parents, and educators can work productively and respectfully.

Exceptional Teamwork:
The Director will create an environment in which collaborative efforts will result in more than individual efforts will accomplish.

Continuous Innovation:
The Director will work collaboratively to seek out and find creative new ways to be effective in all aspects of school operations and educational practices, including thinking outside the box.

Zest:
The Director will maintain high motivation to be the best.

DUTIES AND RESPONSIBILITIES:

Educational Program:

Participates in evaluation and determines the acceptance of new enrolling students.
Fosters teacher leadership and shared decision making.
Works with the Assistant Principal to plan and execute effective and innovative instruction.
Focuses on student learning and student success by making school wide decisions based on student data.
Implements new and current research in the field of Deaf Education.
Ensures the integrity of the administration of all assessments.
Monitors and analyzes student performance data and prepares reports.
Maintains an awareness of current research and curricular trends, both in bilingual education and general education.
Maintains knowledge of curriculum implementation and teaching strategies through reading research, classroom observations and contact with students and teachers.
Oversees and implements discipline policies.

Operations Supervision:

Provides a purpose and direction for the school following the mission, vision and strategic direction of Rocky Mountain Deaf School.
In collaboration with the Business Manager, manages recruitment and selection of staff, and works to retain quality staff.
Prepares annual performance audit.
Supervises improvement of teaching in collaboration with the Assistant Principal by annually reviewing goals and objectives, observing instruction, and conferencing with teachers.
Manages School Emergency Response Team.
Supervises staff and foster positive, collaborative working relationships.
Oversees facilities management and maintenance.
Maintains awareness of legislative and legal issues as they apply to Deaf Education and Charter Schools.
Accountable for annual School Improvement Plan, Strategic Plan and other documentation required by the authorizing district and the state.

Communications Management:

Develops and maintains a relationship with the community and stakeholders.
Builds partnerships with parents and community.
Establishes partnerships with the general public and other government agencies.
Ensures oversight of frequent and regular communications with families and the community through newsletters, school website, and other social media.
Maintains a visible and accessible presence to the school community.
Communicates issues, concerns, and needs to the Board of Directors.
Develops and implements public relations and community outreach plans.
Works as liaison between school and charter school authorizer.
Attends all monthly District principal meetings.

Fiscal Management:

Works with the Business Manager to develop an annual budget.
Provides financial reports to the Board of Directors.
Gets sponsors for extracurricular activities.
Oversees the development of potential grant opportunities.
Collaborates with different financial stakeholders.
Oversees all financial aspects of the school.

Additional duties and responsibilities may be assigned at the discretion of the RMDS School Board.

QUALIFICATIONS:

Education and Experience:

Master’s degree in Deaf Education or a related field. .
Holds or has sufficient qualifications to obtain a Colorado special education- deaf and hard of hearing endorsement.
Holds or has sufficient qualifications to obtain a Colorado Principal’s License.
At least five years of teaching and/or administrative experience
Leadership experience.

Knowledge of:

ASL/English bilingual-bimodal philosophy and curriculum.
Current trends and best practices in deaf education.
Instructional strategies to promote high-level of student achievement.
Special education needs, issues, and regulations.
Charter school needs, issues, and regulations.

Ability to:

Develop a strong working relationship and share knowledge and skills with all staff, teachers, and paraprofessionals.
Structure time and manage multiple priorities.

Skills:

Fluent in ASL and written English.
Establishing and maintaining positive, respectful relations with a variety of people.
Effective communication and leadership qualities.
Evidence of data driven decision-making skills.
Effective and positive interpersonal skills.