Duties/Responsibility:
• Greet and assist students get off the school bus and to the classroom. Assist the student from the classroom safely to the school bus.
• Assist the School Nurse to take temperature of students upon entering the school.
• Assist in collecting the COVID attestation form.
• Complete assignments as assigned by the Superintendent.
• Work with classroom teacher to monitor class schedule.
• Assist classroom teacher with preparing for lessons by getting materials ready and setting up equipment.
• Collaborate with classroom teacher to recognize student issues and assist by recommending solutions.
• Give one-on-one or small group instruction/lesson review.
• Keep documentation of student progress.
• Help classroom teacher create and implement lesson plans.
• Assist classroom teacher with attendance, grading, and other administrative tasks.
• Comply with school regulations and rules.
• Attend all trainings, faculty meetings and parent conferences.

Required Skills/Ability:
• Experience working with Deaf and Hard of Hearing population
• Knowledge of Disability Rights, laws and regulations
• Ability to communicate using American Sign Language or willingness to learn and show progress through formal evaluation
• Strong administrative skill profile exhibiting a high level of professionalism, attention to detail and the ability to organize work and manage time effectively
• Demonstrated experience in written presentation design and layout
• Excellent interpersonal, written and oral communication; including the ability to effectively communicate and interface with all levels of employees as well as external customers
• Capable of handling and appropriately prioritizing requests from multiple sources, in a timely manner
• Resourceful and demonstrates a high level of independence and initiative to resolve issues and take on challenges as they arise
• Ability to identify then need and make recommendations for process improvements to increase efficiency
• Demonstrated ability to work with highly confidential material
• Strong proficiency in Microsoft Office (Outlook, Word, Excel, PowerPoint) and the ability to learn and become proficient at using other technology tools as required.
• Must be willing to support the MNFO Mission as a Lutheran faith based organization by representing employer during community events and conferences promotion Mill Neck Family of Organizations

Education and Experience:
• Associates degree or higher from an accredited university
• NYS Teaching Assistant Certification

SUMMARY:

Reporting to the President, the Chief Bilingual Officer works with the President, the Executive Team, and others to advise on the creation of a bilingual infrastructure, assemble a unit tasked with aligning university policies and practice with the principles provided in the Bilingual Mission Framework, and to lead bilingual-oriented programs, units and initiatives, including the implementation of the bilingual framework in line with Gallaudet’s priorities/strategic plan.

PRINCIPAL ACCOUNTABILITIES:

Organizational development of bilingual infrastructure on campus

Works with and supports all administrators, including academic leaders, and thier campus units in transforming their units to be in accordance with the bilingual mission of Gallaudet University.
Advises on budget needs and planning University-wide.
Provides effective division leadership by: directing the long-term and short-term planning and goal setting for the Division; providing for the effective and timely completion of unit goals which are in concert with the mission and goals of the Division and University; creating a positive work environment and climate within the division by overseeing personnel actions; effectively leading employees by building trust, communicating openly, and encouraging creative thinking; assumes responsibility for resolving employee conflicts and seeks assistance as needed; ensures employees perform their duties as assigned; provides feedback on an ongoing basis; and ensures all team members complete their annual compliance requirements in a timeline manner.
Advises A&O and Faculty Handbook, Office of Student Conduct on Bilingual Policy development and implementation.
Advises the President, Executive Team, and unit leaders on matters related to bilingual functions of the Institution.
Oversees the bilingual infrastructure, physical and products, for the University, including but not limited to pedagogy, communication, experienc, innovation, and equal employment opportunity.
Implements and operates bilingual businesses such as ASL Connect, the Bilingual Evaluation, Testing, & Assessment (BETA) Center, and potentially other initiatives.
Investigates bilingual research, theoretical models and actual program models including those from other bilingual universities.
Plans and coordinates workshops and services on bilingual issues for divisions/services/units/departments on campus, focus on attitude planning to language, how this manifests in role of position, mentoring, job performance along with infusion of multiculturalism & intersectionality.
Provides training, educating, advising outside contractors, consultants on our bilingual (hiring) prior to hiring (including subcontractors).

Ongoing community engagement activities, information about bilingualism

Partners with BL2 VL2, ML2, and academic departments for grant opportunities.
Prepares annual reports out of activities related to best practices of the communities’ efforts towards bilingualism.
Collaborates and partners with Clerc Center on Clerc Center bilingual work/initiatives.
Presents updates on bilingual developments to the Executive Team and Board of Trustees.
Evaluates bilingual program development and reporting its progress to funding agencies, internal and external.
Presents about and disseminating our bilingual work to educational institutions throughout the United States and other countries.
Collaborates with alumni, communities, agencies and organizations.
Works with academic leaders who are responsible for the students’ development in ASL and written English, including entry and exit assessments.
Works closely with the Division of Diversity, Equity, and Inclusion to ensure language activities align with the overall mission and vision as set forth by the University.
Functions as a subject matter expert on language policy and attitude planning related to all aspects of governance and administration, including best bilingual practices in program models, organization, development, and transformation
Develops and disseminates bilingualism-related resources, webinars, and summaries for the community.
Advises on bilingualism-related budgetary needs for the University.
Works with CCOE/PST on ASL immersion program for new faculty, staff, and students as well as their Individual Professional Development Plan (IPDP).
Establishes and maintains a positive and supportive working relationship with co-workers and supervisor.
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 reporter under Title IX; and commits to completing Title IX training and other compliance requirements on an annual basis.
Performs related and other duties as assigned.

SPECIFICATIONS:

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

Master’s degree.
A minimum of six years of professional experience in a high-level leadership role related to diversity, inclusion, education and workplace equity, multiculturalism, and community building.
Fluency in American Sign Language.

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

A doctoral degree.
Management and supervisory experience in a higher education institution.

Knowledge, Skills, and Abilities (Qualities that will help the incumbent succeed in the position.)

Demonstrated understanding and ability to work within a K-12 and higher education academic environment, including how to work within a shared governance structure with faculty and other key stakeholders.
Demonstrated commitment to bilingualism, linguistic equity and cultural competence.
Demonstrated knowledge and experience in ASL/English bilingualism for ages birth to 21 and at least three years of experience in implementing and maintaining bilingual programs.
Demonstrated commitment to diversity and inclusivity, as well as the ability to work with a wide range of constituencies (staff, students, faculty, parents, and administrators) with diplomacy and tact.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.

Other Important Information:

All employees are expected to be fully vaccinated against COVID-19 and Influenza (flu). 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.

Compensation:

Salary: Commensurate with skills, qualifications, and experience

FLSA status: Exempt

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.

Tenure Track Faculty

National Technical Institute for the Deaf

Faculty Discipline: Secondary Education

Job Description

• Teach Deaf Education courses and other disciplines within one’s expertise
• Mentor and supervise assigned student teachers during student teaching and practicum.
• Conduct research in areas related to NTID’s mission and in the area of one’s expertise and willingness to expand interests in other disciplines if needed.
• Have experience with online delivery and the development of instructional courses online is required as the program is online.
• Assist the department chair in seeking, brainstorming and writing grant applications to further NTID’s mission in educational excellence.

Minimum Requirments

• Earned doctorate degree in education of the deaf or a relevant field or ABD with a graduation date prior to December 2022
• Valid teaching license in teaching K-12 deaf and hard-of-hearing students.
• Prior employment experience in teaching P-12 deaf and hard of hearing students.
• Demonstrated scholarship in Deaf and Hard of Hearing Education, Special Education and/or related-fields with evidence of peer-reviewed dissemination commensurate for the rank of assistant professor at RIT.

For more information and to apply, visit https://apptrkr.com/2974073.

RIT is an equal opportunity employer.

Required Qualifications:
Must possess a minimum of a Bachelor’s Degree in American Sign Language (ASL), Deaf Studies or Deaf Education and a minimum of four years professional experience in program management and assessment, data analysis, or related field or a Master’s Degree and a minimum of 2 years of experience in project leadership, teaching or training and Learning Management System (LMS) technology; preferred experience in ASL linguistics, applied linguistics, language planning, critical literacy studies and education related administration.
Required knowledge of the linguistic structure of ASL and English; must be fluent in ASL; native or native-like fluency in ASL; possession of American Sign Language Teachers Association (ASLTA) Master Certification and evidence of ASLPI proficiency score of 4 or above.
Highly developed organizational and leadership skills; strong research and interpersonal skills; required knowledge of current accreditation requirements at the state and national levels; ability to work collaboratively with people with variety of roles and experiences including the ability to convey information in written format or visually for varied audiences.
Knowledge of management principles and the ability to apply in daily business practice and state government processes.

Responsibilities/Duties:
Under limited supervision, directs and manages the statewide Visual Language Services (VLS) Program and implements daily administrative activities; implements agency policies and procedures; recommends new program initiatives or revisions to existing programs administered under the Visual Language Services Department including languages assessments, ASL programs, Deaf Mentor, school district services and consultation; assesses program and implements policies procedures or necessary changes.
Provides professional development and coordination for programs utilizing VLS throughout SCSDB Outreach Services including: leadership and guidance to the staff related to assessment and student success; consulting with faculty, staff groups, and committees; coordinates the development of strategies, procedures, project plans and communications related to language assessments birth to 21 years of age.

Professional Development:
Fosters the success of all students and staff by collaborating with school agency staff to plan and implement professional development activities that promote the achievement of school and agency goals by using available resources and opportunities for professional growth

Effective Management:
Maintains inventory records and secures all assets. Reviews the work of subordinates for completeness, accuracy, and adherence to agency policies; evaluates and makes recommendations as appropriate; completes the EPMS evaluations on time. Maintains effective communication with all stakeholders, including staff, parents, students and community members.

Primary Function: Coordinate the Work Experience Program for the Iowa School for the Deaf’s High School and 4PLUS (transition program) students
• Work with students 1:1, in small groups or teach structured classes skills needed to obtain and maintain employment such as job searches, job applications, resume writing, interviewing skills, and other soft skills.
• Provide job coaching and training for students as necessary
• Work to transition graduating students.
• Work with staff to assess students for work readiness skills. Matches students’ needs, skills, and interests with available job placement opportunities.
• Develop and maintain positive partnerships within the community including area agencies and businesses. Have regular ongoing contact with employers.
• Contact employers and develop community-based opportunities for students to job shadow, have short-term exploratory job placements, and longer-term work experiences.
• Assists employers and businesses with guidelines for accommodating people with disabilities according to the Americans with Disabilities Act and other laws and policies.
• Meet regularly with job site supervisors to ensure successful work experience placements.
• Seeks to resolve problems that may arise regarding a student work experience placement.
• Monitor and evaluate students in the field. Maintain contact with employers. Provide evaluations and feedback to staff and parents for report cards and IEP meetings.
• Be available as first point of contact for employers, students, and parents during the work experience program. (Outside of normal working hours if necessary).
• Advise faculty and staff of student needs in the work place. Coordinate scheduling with the HS/4PLUS Counselor. Coordinate with the ISD Dean of Students regarding transportation, food service, and evening, weekend, or holiday work.
• Train staff working with students in the field including teachers, job coaches, and interpreters.
• Work cooperatively with the Vocational Rehabilitation Counselor assigned to ISD, ISD staff members, and other community service coordinators.
• Work with ISD staff in the development of appropriate learning targets associated with work experience placements.
• Complete and attend IEP meetings. Update IEP goals as necessary.
• Complete all necessary paperwork and provide compliance of the program as defined by Iowa and Federal Law.
• Maintain a data-base of work experience sites, the type of work experience(s) available at the site, and skill requirements associated with those positions.
• Provide data and assessment of the work experience program.
• Facilitates implementation of the School’s Communication Policy.
Other related responsibilities
• Serve on ISD or community committees, task forces, work groups, etc., as requested.
• Attend trainings, seminars, conferences, and department meetings.
• Keep abreast of training options, work opportunities, work place trends, and changes in state or federal law.
• Understand the needs of blind/visually impaired and deaf or hard of hearing students including those with additional disabilities. Supervision
• Coordination and supervision of job coaches and interpreters
Due to the nature of the work some summer, early morning, evening, and weekend work may be necessary. Hours and days of work may be flexed.

Qualifications:
• An Iowa teaching license with a 5-12 special education endorsement (D/HH; B/VI; Strat I; or Strat II)
• The ability to get the Work Experience Coordinator (WEC) endorsement; Will consider someone who has the ”Multi-occupations” endorsement in lieu of the WEC endorsement (conditional WEC endorsement is acceptable for hire).
• Must be willing to work odd hours and during the summer; weekends; etc. – will work 189/191 days, but will not strictly follow the traditional school calendar;
• Must have strong networking skills to build relationships with business community members;
• Helpful to have experience working with students/young adults in the workplace;
• Must have an understanding of the needs of the Deaf and Hard of Hearing
• The ability to travel within the community regularly, and throughout the state occasionally including some overnights.
Information on Iowa licensing requirements may be found at the Iowa Board of Educational Examiners webpage: www.state.ia.us/boee/. 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

Teacher of the Deaf –
Middle School – Science and English
OR
Middle School – Science and Social Studies

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.

This would require an Iowa teaching license with one of the following combinations of endorsements:
• An general elementary teaching license AND two 5-8 subject area endorsement (science and English OR science and social studies)
• A subject matter secondary endorsement AND two 5-8 subject area endorsement (science and English OR science and social studies)
• A K-8 science AND a K-8 English teaching license
• A K-8 science AND a K-8 social studies teaching license
• A 5-12 science endorsement and a 5-12 English endorsement
• A 5-12 science endorsement and a 5-12 social studies endorsement (either American history or American government)
The individual hired would also need to be willing to add the Deaf/Hard of Hearing endorsement. Additional endorsements are beneficial.

SUMMARY

Reporting to the Chief Operations Officer (COO), the Executive Assistant provides high level and administrative assistance to the COO and the COO team; manages and coordinates interpreters requests with the COO team; supports communication and electronic publication efforts for the division; coordinates major events for the division; manages a variety of special projects for the division; serves as the division representative on various committees; researches information as needed for letters and reports; provides support and coordinates with the leaders in the division on a variety of matters and initiatives; manages the Office of the COO; and collects and prepares materials for Board of Trustees meetings.

PRINCIPAL ACCOUNTABILITIES

I. Provides high level assistance to the COO and team in program planning and development, project and resource management, and policy development and implementation
II. Manages the Chief Operating Officer (COO)’s schedule, including prioritizing work, evaluating requests for COO’s time, coordinating, and arranging meetings and travel; organizes various filing systems and provides customer service.
III. Monitors the COO office expenditures to ensure accuracy and follow up on discrepancies. IV. Manages and coordinates interpreters’ requests with the COO Team.
V. Collaborates with the various divisions to execute various actions.
VI. Supports in coordinating major events for the division, as requested.
VII. Researches information for the COO and its team as needed for letters and reports; and draft letters and reports as requested.
VIII. Supports a variety of special projects for the COO Team; and coordinates the team’s response to various COO initiatives.
IX. Manages the maintenance and improvement of the University’s Administration and Operations (A&O) Manual; supports and authors new and revised policies; provides for a timely review by members of the campus community, administration, and Board of Trustees.
X. Collects and prepares materials for the Board of Trustees and/or other significant meetings; and takes minutes as requested.
XI. Provides general administrative support for the COO Office, requiring a thorough knowledge of the department processes, policies, and procedures.
XII. Shows a genuine commitment to diversity, equity, and inclusion in the workplace; and participates in activities and workshops to foster continuous learning.
XIII. Serves as a mandatory Title IX reporter; and takes annual Title IX training as part of the compliance effort.
XIV. Establishes and maintains a positive and supportive working relationship with co-workers and supervisors.
XV. Performs other related duties as assigned.

SPECIFICATIONS:

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

● Bachelor’s degree.
● A minimum of three years of professional experience in program coordination and high-level office administration.
● Fluency in American Sign Language.

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

● Experience working in a higher education institution.
● Experience working with the Board.
Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position.)
● Strong ability to work in a fast-paced environment.
● Excellent organizational, interpersonal, and writing skills.
● Strong Ability to work independently and manage competing priorities.
● Proficiency in Microsoft office applications, including Word, Excel and PowerPoint.
● Strong ability to adapt technology and apps to support workflow.
● Strong problem solving, analytical, decision-making and leadership skills.
● 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:
● All employees are expected to be fully vaccinated against COVID-19 and Influenza (flu). 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.

Gallaudet University is an equal opportunity employer/educational institution and does not discriminate based on 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.

SUMMARY:

Reporting to the Executive Director of Human Resources, the Associate Human Resources Coordinator focuses on a variety of HR functions, primarily on employment; supports the employment process for assigned vacancies; guides and supports the Search Committee Chair through the process; works closely with the Office of Equal Opportunity Programs to provide training to Search Committee members; and works closely with the recruitment team to identify prospective candidates, coordinate recruitment events, and develop strategies for hard-to-fill vacancies.

PRINCIPAL ACCOUNTABILITIES:

I. Supports the employment process for assigned vacancies in accordance with University policy and the Affirmative Action Plan; screens applications and refers candidates appearing to meet qualifications and departmental needs; assists and advises department on the hiring process; conducts criminal background checks, when needed; advises departments on selection decisions on an as needed basis; maintains records of review and selection decisions; assures that positions are filled in a timely and efficient manner; and informs other candidates of final results.
II. Counsels employees and applicants regarding job opportunities and employment procedures; and advises supervisors and employees on employment procedures and policies for transfer and promotion.
III. Supports the immigration process if the selected candidate requires U.S. work authorization; and ensures the records are filed appropriately.
IV. Provides training in collaboration with the Office of Equal Opportunity Programs to search committee members on the employment process.
V. Works closely with the recruitment team to identify prospective candidates, coordinate recruitment events, and develop strategies for hard-to-fill vacancies.
VI. Provides outstanding customer service to supervisors, employees, candidates, and prospective candidates; responds to inquiries in a timely manner; and monitors the department email account during the assigned weeks.
VII. Serves as a member of the HR Core Team; and provides ideas and feedback on how Human Resources can improve the employee experience.
VIII. Proactively searches for ways to continuously improve the employment process and aims to maximize the experience for both candidates and search committee members.
IX. On an as-needed basis, serves as a back-up to other members of the HR core team.
X. Assists the Executive Director in developing guidelines for supervisors and employees; and serves as a trainer in a variety of workshops.
XI. Establishes and maintains a positive and supportive working relationship with co-workers and supervisor.
XII. Shows a genuine commitment to diversity, equity and inclusion in the workplace; and participates in activities and workshops to foster continuous learning.
XIII. Serves as a mandatory Title IX reporter; and takes annual Title IX training as part of the compliance effort.
XIV. Performs other related duties, as assigned.

SPECIFICATIONS:

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

● Bachelor’s degree.
● A minimum of one year of professional experience in Human Resources, counseling, or a related field.
● Fluency in American Sign Language.
Preferred Qualifications (While not required, it is an advantage for what the position needs.)
● Master’s degree.
● SHRM or HRCI certification.

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

● Strong ability to handle confidential and sensitive information with discretion.
● Strong ability to understand and support others with compassion and sensitivity.
● Demonstrated inclusive beliefs and values.
● Demonstrated planning and organization skills.
● Excellent writing, signing, communication, and interpersonal skills.
● 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:
● All employees are expected to be fully vaccinated against COVID-19 and Influenza (flu). 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.

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.

REVISED: 3/24/2022
POSTED: 3/24/2022

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 Coordinator of Transition Services, provides pre-employment training and experience, transition support, and job coaching for on-campus and off-campus employment for students enrolled at American School for the Deaf. Develops and facilitates services to ensure that students experience a successful transition from school to community and/or workplace settings and from student life to adult life. Serves as liaison to families and state agencies regarding students who are deaf with special needs.

PRIMARY DUTIES:
Manages ASD’s mandated work and community experience programs to include both on-campus and off-campus employment and community-based experience opportunities for the Transition Program to include: T-Hub, Bridge, Life Skills, and high students during the academic day. The Transition Specialist will:
• Identify, develop, and maintain a network of on-campus and off-campus employment opportunities and community-based experiences for ASD students throughout the academic year and during ESY/summer programs.
• Provide pre-employment skills and transition preparation to T-Hub, Bridge, Life Skills, and high school students participating in work experiences during the academic day.
• Maintain a database and ongoing communications with community-based organizations, off-campus, and on-campus worksite managers.
• Collaborate with employment supervisors in evaluating students.
• Maintain data driven results related to employment skills development and community- based experiences.
• Collaborate with employment supervisors in evaluating students.
• Maintain data driven results related to employment skills development and community- based experiences.
• Serve as a job coach when needed.
• Provide travel training to students and staff.
• Perform other related duties as assigned.
• Work collaboratively with counseling staff, related services personnel, and teachers in planning and implementing effective transition plans.
• Attend PPT meetings and participate in transition planning for students.
• Serve as liaison to families, agencies, and districts regarding connection to services (DDS, DMHAS, BESB, NEC).
• Serve as ASD representative at interagency and state committees

REQUIRED SKILLS AND ABILITIES:
• Excellent verbal and written communication skills
• Excellent organizational skills; highly detail oriented
• Proactive and independent with the ability to take initiative
• Excellent time management skills with a proven ability to meet deadlines
• Excellent with problem analysis and problem solving skills
• Ability to utilize good judgement
• Proficient with Microsoft Office Suite or related software

MINIMUM REQUIREMENTS:
• Bachelor’s Degree in Human Services, Rehabilitation, or related field; teacher certification in Special Education or Deaf Education, or pursuing certification preferred.
• Ability to communicate effectively using American Sign Language (ASL). ASLPI rated preferred.
• Knowledge of career and vocational planning.
• Prior work experience with deaf persons preferred.
• Excellent organizational and communication skills.
• Must possess a valid driver’s license and secure a “V” license

SALARY AND BENEFITS

• Compensation based on experience
• This is a full time, 12 month position
• Group health insurance and other fringe benefits are available.

HOW TO APPLY:

Visit our website: www.asd-1817.org to download an application or you may complete an application directly on line, or send application with resume and or letter of interest to:
[email protected]

Or you can mail/fax your application and resume to:
Human Resources
American School for the Deaf
139 North Main Street
West Hartford, CT 06107
Fax: 860.215.2891

The American School for the Deaf does not discriminate on the basis of an individual’s age, ancestry, color, genetic information, learning disability, marital status, past or present history of mental disability, intellectual disability, national origin, physical disability, race, religious creed, sex (including pregnancy, transgender status, gender identity or expression, sexual orientation, or civil union status) work place hazards to reproductive systems, and criminal record (in state employment and licensing).

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
Under the supervision of the Transition Specialist and the Student Transition Services Coordinator, the Transition Services Assistant will serve as job coach and ambassador for the ASD Transition Services department.

PRIMARY DUTIES
Communication Skills:
Ability to communicate effectively with a variety of communication styles with the primary use of American Sign Language (ASL) and English
Communicate with local businesses regarding program workers (student progress)
Prepare emails and communication with ASD departments and outside agencies (i.e. vocational rehabilitation, other)
Communicate with and follow up with community-based organizations on behalf of the program

Computer Skills:
Prepare, submit, & follows-up weekly regarding program transportation requests
Prepare data collection summaries & rubrics, power points, excel sheets, google surveys, google docs, and other digital information
Other:

Serve as job coach, model work tasks, and collect data at work sites
Demonstrate an awareness of individual student needs as related to physical and communication accommodations during on and off-campus experiences
Participate in Transition Services planning meetings
Research and organize community exposure outings
Research college and employment career fairs on behalf of the program
Reinforce travel training with students and teachers
Ability to follow through with on and off campus activities and lessons with students (1:1, small group, and large group)
Maintain confidentiality regarding student services
Assist with college fairs and other on and off-campus transition events
Purchase program items
Assist with special projects and other related duties as assigned

MINIMUM REQUIREMENTS
Associates Degree
Proficient in ASL and English
Proficient in basic computer applications
Ability to secure a “S” or “V” license endorsement preferred
Able to work adjusted hours in order to collaborate with local business

POSITION
Full-time/ 221 Days
Non union position
Hours: 35 hours per week (flexible)

SALARY AND BENEFITS
Based on education, training, and experience.
ASD offers a comprehensive benefits package.

HOW TO APPLY
Apply on line or send resume and letter of application to:

Human Resources
American School for the Deaf
139 North Main Street
West Hartford, CT 06107-1269

FAX (860) 215-2891

The American School for the Deaf does not discriminate on the basis of an individual’s age, ancestry, color, genetic information, learning disability, marital status, past or present history of mental disability, intellectual disability, national origin, physical disability, race, religious creed, sex (including pregnancy, transgender status, gender identity or expression, sexual orientation, or civil union status) work place hazards to reproductive systems, and criminal record (in state employment and licensing). www.asd-1817.org/about/jobs-at-asd

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