Are you a School Administrator looking for a change to a small educational setting?
Do you have the skills to help lead a team of dedicated staff who have expertise in the areas of Special Education and sensory impairments?

Come join our team!

The Virginia School for the Deaf and the Blind (VSDB) is located in the historic, vibrant city of Staunton, Virginia. VSDB provides superior education for students who are deaf/hard of hearing, blind/vision impaired, deafblind, and deaf or blind with other disabilities. VSDB offers PreK-12 education with both residential and day student options. VSDB believes that disabilities are challenges not barriers and supports each student in their goal to be independent and to reach their highest academic potential! VSDB prepares students for life!

Why come to VSDB?
✔ $3,500 Sign-on Bonus now available!
✔ Supportive and positive team setting
✔ Small student-teacher ratio
✔ School-Residential partnership that supports a 24/7 learning environment
✔ Great comprehensive benefit package including:
✔ Ample paid time off including more than 15 holidays
✔ Low cost medical, dental and vision insurance

This is a 12-month classified position with full state benefits.

Responsibilities include:
● Provides support to school leadership and educational staff in the provision of Special Education services
● Manages and supervises teachers and faculty support positions, including staff performance and evaluation process
● Promotes a positive and collaborative learning and work environment
● Develops, advocates for and sustains an academically challenging, positive and safe school climate.
● Collaborates with the Residential Program in order to ensure consistency across both School and Residential programs
● Establishes and maintains positive relationships with staff members, parents/families and community stakeholders
● Works across departments to ensure a safe and healthy educational setting
● Serves as a resource for children with sensory impairments throughout the Commonwealth of Virginia

Minimum Qualifications:
● Master’s Degree in educational administration or a related area from a regionally accredited college or university
● Hold or be eligible for a valid Virginia professional license issued by the Board of Education with an endorsement in Administration and Supervision (Prefer additional endorsement in Special Education – Hearing Impairment preK-12 or Special Education – Visual Impairment preK-12)
● Demonstrated experience as a leader in education
● Prefer experience as a full-time classroom teacher in an accredited school
● Prefer experience in teaching children with sensory impairment and other disabilities
● Ability to design and implement appropriate instruction for children with sensory impairment, including blindness, deafness, deafblind, and blindness or deafness with other disabilities
● Knowledge of child growth and development, and special needs of children with disabilities, including the areas of deafness, blindness and deafblind
● Knowledge of curriculum and curriculum development
● Skill in automated office operations, including word processing, database management, graphics and spreadsheet software applications using Microsoft Office and Google
● Demonstrated effective level of organizational skills
● Demonstrated effective communication skills in written and spoken English and/or ASL to articulate and exchange information
● Demonstrated ability to multitask, prioritize needs, and work efficiently under strict deadlines
● Demonstrated knowledge of Virginia Special Education laws, regulations, process, and the development of Individual Education Plans (IEPs).
● Demonstrated ability to establish and maintain a positive learning and work environment in order to support effective student and staff relationships and positive morale
● Demonstrated ability to establish and maintain positive relationships with parents/families and community stakeholders
● Demonstrated ability to supervise staff and work effectively and collaboratively within a team environment
● Ability to maintain a high level of confidentiality
● Upon hire, minimum proficiency level of “Intermediate Plus” in American Sign Language as measured by the Sign Language Proficiency Interview, ASL credentials from an accrediting body, and/or as demonstrated in the VSDB interview. Expectation of reaching “Advanced” level within one year of hire.

Please submit college transcripts with application materials.

Note: A criminal history and driving record check will be required for final candidates.

Assists the Principal in School Improvement activities
Assists the Principal in providing a comprehensive educational program for students
Assists the Principal in improving student performance by:
Assessing educational and programming needs
Coordinating the use of instructional tools and strategies
Collecting data for evaluating and reporting student progress
Coordinating overall after-school programs, activities, and functions
Assists the Principal in student management:
Implements appropriate procedures and maintains consistent practices within the school discipline program
Serves as liaison with student support services such as transportation
Assists the Principal in staff development by:
Identifying topics for staff development
Planning and coordinating school-wide staff development activities
Researching and disseminating information on best practices for school improvement goals
Assists the Principal with planning activities for accreditation and preparing accreditation documents
Assists the Principal with the walk-through observations, formal observations and evaluation of teaching staff
Assists the Principal with the evaluation of non-teaching staff
Assists the Principal with creating and managing budgets, requisitions and allocation of supplies, equipment and instructional materials
Assists the Principal with the preparation of class schedules, cumulative records and IEP/MET documents
Assists the Principal with the hiring of teaching and other staff
Assists the Principal with monitoring the safety and security of the school campus
Position will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

THE AMERICAN SCHOOL FOR THE DEAF
ANNOUNCES AN OPENING FOR
RESIDENTIAL COUNSELOR

CURRENT NEEDS:
SECOND SHIFT
WEEKEND DAYS

CLOSING DATE: Until filled
REV: 07/21/2022
POST: 07/21/2022

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 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

Under the supervision of the PACES or Core Dean of Students, and/or the Coordinator of Student Support Services, the Residential Counselor is responsible for the supervision of children and adolescents during school and/or out-of-school hours and the assumption of other responsibilities as designated by the PACES or Core Dean of Students, and/or Student Support Services Coordinator
PRIMARY DUTIES
• Responsible for the supervision of emotionally/behaviorally-disordered deaf and hard of hearing children and youth during in or out-of-school hours, including meals.
• Planning and carrying out activities designed to promote personal and social growth.
• Responsible for encouraging to students to maintain good personal hygiene and attire, including bathing and feeding.
• Assist students with mobility.
• Encourage students to engage in extra-curricular activities.
• Implementation of Positive Behavior Intervention Support (PBIS).
• Participation in planning and staff conferences with academic and residential staff.
• Participation in staff training and in-service activities, including Physical/Psychological Management Training (PMT) workshops.
• Must be able to lift 50 pounds on a regular and frequent basis.
• Responsible for reports and daily logs.
• Works cooperatively with all teachers, residential staff and other support staff.
• Other related duties as assigned.

REQUIRED SKILLS AND ABILITIES:
• Ability to work in a collaborative team setting.
• Ability to anticipate potential issues and re-direct or de-escalate behavior.
• Demonstrates good judgment, dependability.
• Proficient with writing reports
• Ability to resolve conflict
• Ability to manage crisis situation
• Demonstrates high levels of patience, empathy, and respect.
• Demonstrates an understanding of cultural diversity and embeds that knowledge into practice

MINIMUM REQUIREMENTS
• High School graduate.
• Prior experience in working with emotionally/behaviorally-challenged children and youth in a residential setting preferred.
• Knowledge of behavior management techniques is desirable.
• PMT/CPR Certification or willingness to secure.
• Ability or willingness to learn to communicate effectively using American Sign Language (ASL).

Second Shift:
Monday: 2:00 PM to 11:30 PM
Tuesday, Wednesday, Thursday: 2:30 PM to 11:30 PM

Weekend Day Shift:
Friday: 12:30 PM to 10:45 PM (1/2 hour break)
Saturday: 8:30 AM to 10:45 PM (1 hour break)
Sunday: 8:30 AM to 11:00 PM (1 hour break)

THE AMERICAN SCHOOL FOR THE DEAF
ANNOUNCES AN OPENING FOR
DIRECTOR OF STUDENT LIFE

Posted: 07.27.2022

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

The Director of Student Life will report directly to the Executive Director. The Director provides academic, social, emotional, and life skills growth for students, active learning environments, school-dorm collaboration and curriculum infusion, residence maintenance and programs, afterschool programs, community governance, and other services based on best practices/concepts in student development and K-12 education. The Director of Student Life will work collaboratively with The Executive Leadership Team and the ASD community to plan, direct and administer all areas of the American School for the Deaf Core and PACES residential programs. The Director also administers program evaluation projects, provides vision and direction for training programs and professional development for professional and paraprofessional staff, evaluates Deans, program managers, and oversees the budget.

PRIMARY DUTIES

• Directs/supervises the activities of the following departments:
Student Life; Core, PACES, and International
Transportation Services
Athletic Department
Camp Isola Bella
• Provides leadership and guidance to determine and identify long and short range plans for the dormitory, aligning with the current accreditation goals and plans, and the American School for the Deaf’s strategic plan.
• Through partnership with school leaders, provides leadership in creating and facilitating an effective living-learning environment for students by school-dorm/after school activity collaboration and curriculum infusion in residence halls.
• Establish a safe and nurturing residential environment to live and learn.
• Oversees and provides leadership to all Class and Organizations.
• Plans, prepares and oversees the budget. Authorizes expenditures and assures a balanced budget.
• Sets professional development goals for employees of the residential program to increase all-around knowledge of Student Life objectives and programs.
• Encourages staff growth by supporting their professional membership in related organizations; shares best practice developments with staff, particularly in the areas of student development and environmental management. Help personnel to increase competencies by supporting them in participating in continuing education programs, in-service training programs, seminars, workshops and coordinate internal training programs for staff.
• Oversees the formulation and ensures enforcement of dorm policies and regulations; oversees the documentation of all dorm incident reports and other disciplinary actions. Oversees the managing of accurate student disciplinary records and professional staff actions that are in accordance with rules governing the privacy and confidentiality of all records, and provides leadership in creating school-wide linkages with teachers, staff and students in addressing personal safety issues and well as discussing and resolving disruptive behavior.
• Assures periodic assessments of the dorm environment and student needs/satisfaction. Participates in research activities and program evaluations projects as requested.
• Oversees requests for repairs and conducts ongoing program reviews and risk management activities to ensure a healthy and safe environment for students and staff.
• Serves as essential personnel and responds to emergency situations according to set policies and procedures.
• Complies with licensing requirements for both the Core and PACES residential program, including Connecticut DCF and Connecticut DDS, as well as other state licensing requirements.
• Oversees the ASD International Student Program, including housing, medical, transportation, staffing, and activities.
• Coordinates campus housing placements for new staff, interns, student teachers, visitors, and emergency housing needs
• Other related duties as assigned.

MINIMUM REQUIREMENTS

• Bachelor’s Degree required; Master’s degree preferred in education or related field
• Strong background in residential life, mental health or psychology highly desirable.
• Must have a minimum of five years’ experience in a program for deaf and hard-of-hearing children and youth, or in a closely related field.
• Demonstrated administrative and supervisory skills are required. Must be willing to travel.
• Sign Language proficiency is required.
• May live in campus housing. Be on-call for school/campus emergencies.

To participate in IEP meetings with parents/caregivers and all appropriate staff.
•To perform all applicable evaluations.
•To explain all applicable evaluation results to appropriate staff and family caregiver.
•To provide individual and group counseling as appropriate.
•To provide crisis intervention as appropriate.
•To provide relevant and current psychological support, intervention and guidance to all students and appropriate staff at the RI School for the Deaf as part of a multi-disciplinary team.
•To have current knowledge of practices and procedures that are relevant to the needs of students and families.
•To be aware of the standards for educational programs for the handicapped established by the federal or state agencies.
•To participate in diagnostic or other planning meetings.
•To attend in-service activities as required.
•To perform other related duties as required.
•To provide counseling support.
•To design and conduct group topic-based counseling, as needed
•To serve as part of the school suicide assessment team.

ESSENTIAL DUTIES:
• Provide quality instruction to students
• Prepare daily lesson plans
• Evaluate student’s skills to determine the best program of learning
• Write and implement Individual Education Plans (IEP)
• All other duties as assigned

KNOWLEDGE, SKILLS, & ABILITIES:
Knowledge of:
• Arizona Academic Standards
• Current educational and diagnostic practices as they apply to educating sensory impaired students
• Lesson plan and Individual Education Plan development
• Student evaluation practices
• Policies, procedures, and programs of the immediate work unit
• Principles and practices of administration and management
• Agency or program rules, regulations and operating procedures

Skilled in:
• Behavior management
• Planning and organization
• Program development
• Student evaluation

Ability to:
• Communicate effectively with students, staff, and public
• Instruct students to retain information
• Complete student evaluation
• Develop lesson plans
• Work cooperatively in teams

SPECIAL CONDITIONS/REQUIREMENTS:
• College/University Degree in Education with coursework specific to sensory impairments
• State of Arizona Teaching Certificate with appropriate endorsement for each position (Teacher O&M requires ACVREP Certification in lieu of ADE certification)
• Secondary teaching positions must possess the necessary coursework as required by Department of Education.
• Must be able to pass FBI and State background check

This is a full-time, exempt, 12-month position. Responsibilities include: coordination and
oversight of residential, recreational and athletic programs, Health Center, transportation
and all employees within each program, recruiting for all assigned departments, develops
and monitors programs affecting the physical, social and moral welfare of all students,
develops policies for residential staff, manages trainings and staff development, direct
student liaison, communicates with families regarding student progress, develops
emergency procedures, organizes and manages student activities, implements strategies
strategies to enhance the school experience for all students and serves as a direct
resource person and mentor for all students.

The North Carolina Department of Public Instruction is seeking applicants for an 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 insure compliance with position description, and performance appraisals in accordance to 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 to 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 insure all parties are invited and can participate.
Coordinates Behavior Implementation Plans for all students and insures they are implemented and monitors their success.

The Department of Public Instruction (DPI) is committed to ensuring every child graduates ready for further education and the workforce. We must align our efforts so students are learning the skills and knowledge necessary to become contributing members of our communities. To build on our long-standing commitment to public education, we strive to recruit and retain quality employees who are willing to talk openly and commit to helping us increase the diversity of our organization. Our employees are vital to the success of our students, schools and communities. For more information about DPI, please go to http://www.dpi.wi.gov.

The DPI, WI Center for the Blind and Visually Impaired (WCBVI) is currently seeking applicants for a full-time, school-year (88%) Teacher specializing in orientation and mobility. This position is located at WCBVI, 1700 West State Street, Janesville, WI.

WCBVI operates a residential school for state residents, ages three to twenty-one who are blind or visually impaired and/or have multiple disabilities. The school provides academic and career education onsite.

Position Summary:

Under the supervision of the Principal, this position will be responsible for providing individualized orientation and mobility instruction for students who are visually impaired and attend WCBVI/WSBVI. Responsibilities will also include evaluating student skills and needs, preparing behavioral objectives, completing progress reports and consulting with staff, other professionals and parents.

The Department of Public Instruction (DPI) is committed to ensuring every child graduates ready for further education and the workforce. We must align our efforts so students are learning the skills and knowledge necessary to become contributing members of our communities. To build on our long-standing commitment to public education, we strive to recruit and retain quality employees who are willing to talk openly and commit to helping us increase the diversity of our organization. Our employees are vital to the success of our students, schools and communities. For more information about DPI, please go to http://www.dpi.wi.gov.

The DPI Wisconsin Educational Services Program for the Deaf and Hard of Hearing (WESP-DHH – https://wesp-dhh.wi.gov/) in the Division of Learning Support is currently seeking applicants for three full-time, school-year (88%) Teacher positions. WESP-DHH provides programs and services to students, ages 3 to 21, who are deaf, hard of hearing, or deafblind. If this is work you are interested in doing, please apply for the Teacher position. These positions are located at the WI School for the Deaf, 309 West Walworth in Delavan, WI.

A sign-on bonus of $2,000, moving expense reimbursement, and tuition reimbursement will be offered to eligible employees.

Position Summary:

Under the supervision of the Principal, this position provides classroom instruction for students, ages 3-21, who are Deaf, Hard of Hearing and/or have additional disabilities in a residential program. Instruction includes preparation of materials and planning outside of class time as well as individual and group instruction during assigned work hours.