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

The North Carolina Department of Public Instruction is seeking applicants for a School Speech Language Pathologist for the North Carolina School for the Deaf.

The primary purpose of this position his position is responsible for a full caseload of students in grades Pre-K-12+, with communication deficits that affect success in classroom activities, social interaction, literacy, and learning. The School Speech-Language Pathologist will organize a program that addresses prevention, identification, assessment, evaluation, and the development and implementation of individual education plans (IEPs) and functional and academic goals. He/she identify and schedule evidence-based interventions based on a variety of service delivery models, including whole-group/classroom intervention, consultation/collaboration, and pull-out, as appropriate to meet individual students’ needs. The School Speech-Language Pathologist collaborates with school and residential staff, teachers, and professional support services (audiology, psychology, social work, counseling, OT, PT, and VI specialist) These services are designed to help students meet their educational goals.

Major functions include planning and oversight, screening, testing, diagnosing, advising and conducting therapy sessions.

North Carolina School for the Deaf is a residential school that provides elementary, middle, and high school programs for students between the ages of 3 (three) and 22 (twenty-two) for deaf and hard-of-hearing students from 46 of North Carolina’s 100 counties. These students are from varying backgrounds and many have multiple disabilities. North Carolina School for the Deaf (NCSD) operates on a regular academic year, Sunday afternoon through Friday at 1:00 p.m. Support services and administration operate year-around.

Knowledge, Skills and Abilities / Competencies
An ideal candidate will have:
Considerable knowledge of and skill in the application of professional speech and language pathology theory, techniques, principles, and procedures.
Speech and language disorders, their classifications, causes, and manifestations, including the impact of a variety of medical, developmental, psychological, and sociological aspects of human development, particularly peculiar to the group of clients served.
Ability to administer and interpret appropriate diagnostic tests to determine range, nature, and/or degree of communication skills.
General knowledge of the school, its educational programs, and primary purpose/goals; and of available resources.
Strong verbal and written skills and technology literacy are required.
Management Preferences:

Management prefers candidates with knowledge of /familiarity with principles, theories, and techniques used in evaluating and treating speech and language disorders in students with hearing loss and concomitant disabilities and candidates with sign language skills.

Minimum Education and Experience Requirements
Master’s degree or beyond in Speech Language with or eligible to receive an NC DPI School Speech-Language Pathologist license level of one of the following: M, S, AS, D, DS.

Based on the difficulty and shortage of Skilled, Highly Qualified teachers, we are designating a sign on bonus amount of $7500 for 115c licensed educators whose primary duties are classroom instruction. Highly Qualified is defined as having obtained a NC DPI Certified Teaching license and have the DHH (Deaf and Hard of Hearing) endorsement.

The school has an immediate opening for an Automotive – Career Technical Education (CTE) Teacher. The primary purpose of this position is to coordinate CTE staff and teach students via sign language within the CTE scope and/or work training/vocational portion of the Occupational Course of Study.

The primary purpose of this position is to provide academic instructional activities with children who are deaf or hard of hearing in one or more of the following areas: linguistic development, motor skills, self-help, social emotional, pre-vocational, pre-academic, academic, health, hygienic, cognitive and/or behavioral in our school program working directly under the School Principal.

This is a full-time 11-month position and is eligible for the full State benefits package including health insurance and retirement.

Salary Grade: ED20
Position: 60039075

The North Carolina School for the Deaf (NCSD), located in Morganton, North Carolina provides specialized instruction for the deaf and hard of hearing students ages 3 to 22. NCSD was founded in 1894 and serves the 47 westernmost counties in North Carolina. As a part of the NC Department of Public Instruction’s Education Services for the Deaf and Bind; the mission is to provide individualized comprehensive educational, vocational, and residential programs for the deaf and hard of hearing students leading to productive, independent, and successful lives.

The North Carolina School for the Deaf is one of two schools for the deaf in North Carolina that provides an appropriate environment in which a hearing-impaired child can develop to his/her maximum potential in all areas: academic, vocational, communication, social, emotional, and Independent Living skills. NCSD serves students Pre-K–12th grade.

The school, operates within a regular academic year and a 3-week summer program. Sunday afternoon through Friday 5:00 P.M.; currently serving approximately 80 students on campus with support services and administration operating a full calendar year.

Knowledge, Skills and Abilities / Competencies
An ideal candidate will have:

Candidate should possess considerable knowledge and understanding regarding functioning, behaviors, needs, problems, and attitudes of children who are deaf/hard of hearing including children who are deaf or hard of hearing who may have additional disabilities; knowledge of child development and ability to develop rapport with children; and a general knowledge of state and federal laws, division, and school policies. The candidate should have the ability to comprehend and implement curricular objectives, to create and implement appropriate daily lesson plans and exercise good judgment in observing and recording behaviors, academic progress, etc.; to understand and effectively carry out oral and written instructions and to quickly analyze situations and make decisions; ability to use a computer accurately; and the ability to prioritize, organize, and complete duties effectively and efficiently and to perform duties and functions independently with minimal supervision.

MANAGEMENT PREFERENCES:

**Preference will be given to license holders who are credential to teach deaf/hard of hearing students.

NECESSARY REQUIREMENTS:

NC Teaching License
Minimum Education and Experience Requirements
BS Degree and current license in any CTE program area or a BS Degree and current license in Curriculum Development or Instructional Technology and/or:

To qualify for a license in CTE-Automotive with an associate’s degree, you must have:

4 years within past 8 years of Industry demonstrated experience in the Automotive repair and service field and the related degrees are: Automotive Systems Technology, Transportation Systems Technology.

Also, all of the following credentials are required prior to teaching:

• ASE Brakes

• ASE Electrical

• ASE MLR

• ASE Suspension and Steering.

For more information on how to become licensed in the State of North Carolina, please visit the NC Dept of Public Instruction Licensure Department requirements here: http://www.dpi.state.nc.us/licensure/

Certified Educator Salary Schedules include teachers, certified instructional support and school-based administrators.

All certified educators working at NC School for the Deaf are required to be paid from the legislated salary schedule. This schedule is approved annually by the NC General Assembly and sets a minimum pay based on the educator’s years of experience and education level.

The North Carolina Department of Public Instruction is seeking applicants for a School Principal at North Carolina School for the Deaf.

Under the direction of the school Director, this position will administer, coordinate, and
supervise the entire instructional program at the NC School for the Deaf. Educational programs include kindergarten through 12th grade programs including academic, vocational, special needs, and related services.

Major Responsibilities and Duties:

Responsible for supervision of all licensed staff and state personnel staff by providing position descriptions to be signed by staff, assignment of duties, observations, supervision to ensure compliance with position description, and performance appraisals in accordance with Department of Public Instruction and Office of State Personnel regulations.
Independently resolves routine work problems and complaints, provides job coaching and documented counseling, and disciplinary action upon approval of the school director.
Active member of the Admission Team and process.
Develops student and staff schedules for orderly management of the educational programs.
Assists in the development of the education program components such as: curriculum in accordance with the NC Common Core State Standards, student assessment in accordance with the NC DPI Accountability Standards and best practice,
Student Code of Conduct, grant writing and implementation, and special programs to enhance student experiences and motivate students to achieve their maximum potential.
Responsible for actively supporting the School Improvement Team and providing administrative support for implementation of the School Improvement Plan.
Monitors students, staff, assessment results, interdepartmental coordination, and parent communication to ensure every section of the School Improvement Plan is being implemented.
Responsible of implementing all IDEA regulations especially the establishment of quality Individual Education Plans for each student in a timely manner and makes every effort to ensure all parties are invited and can participate.
Coordinates Behavior Implementation Plans for all students and insures they are implemented and monitors their success.
This is a Monday through Friday, from 8:00 a.m. to 5:00 p.m., 12-month position. Some flex hours may vary due to student activities that may occur during the evening hours or assigned time sensitive assignments. Occasional travel will be involved with this position.

The North Carolina School for the Deaf (NCSD), located in Morganton, North Carolina provides specialized instruction for the deaf and hard of hearing students ages 3 (three) to 22 (twenty-two). NCSD was founded in 1894 and serves the 46 westernmost counties in North Carolina. As a part of the NC Department of Public Instruction’s Education Services for the Deaf and Bind; the mission is to provide individualized comprehensive educational, vocational, and residential programs for the deaf and hard of hearing students leading to productive, independent, and successful lives.

The North Carolina School for the Deaf is one of two schools for the deaf in North Carolina that provides an appropriate environment in which a hearing-impaired child can develop to his/her maximum potential in all areas: academic, vocational, communication, social, emotional, and Independent Living skills. NCSD serves students Pre-K–12th grade.
The school, operates within a regular academic year and a 4-week summer program. Sunday afternoon through Friday 5:00 P.M.; currently serving approximately 85 students on campus with support services and administration operating a full calendar year.

Teacher of the Deaf – Secondary Language arts OR Secondary Reading OR English Language Learner (ELL) Teacher.

This would require an Iowa teaching license with one of the following combinations of endorsements:
• 120 English Language Arts 5-12; prefer 1201 English Language Arts – All OR
• 176 K-12 Reading Specialist OR
• 149 5-12 Reading OR
• 104 K-12 English as a Second Language

The individual hired would also need to be willing to add the Deaf/Hard of Hearing endorsement. Additional endorsements are beneficial.

See the Iowa Board of Educational Examiner’s webpage: www.state.ia.us/boee/ for information on Iowa licensing and endorsement requirements.

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: To be considered, an applicant must possess or have the ability to obtain an Iowa Teacher’s Certificate, which includes the endorsement(s) noted above AND being willing to get an endorsement in Deaf/Hard of Hearing. Additional endorsements are beneficial.

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.

The Iowa School for the Deaf is an Equal Employment Opportunity and Affirmative Action Employer. A Board of Regents, State of Iowa School.