Collaborate with the Principal and other administrators to develop and implement policies, procedures, and programs that support the academic, social, and emotional development of Deaf and hard-of-hearing students.

Provide guidance and support to students, parents, and staff to address individual needs, behavior management, and academic progress. Foster a supportive and inclusive school climate where all students feel valued and respected.

Work with the Principal, teachers, and other specialists to ensure that instructional programs are aligned with state standards, curriculum frameworks, and best practices for Deaf education.

Monitor the implementation of effective teaching strategies and interventions to support student learning.

Foster positive relationships with parents, families, and community stakeholders to promote open communication, collaboration, and involvement in the school community. Organize outreach events, workshops, and informational sessions to support parent engagement and involvement in their child’s education.

Collect, analyze, and use data to monitor student progress, identify areas for improvement, and make data-driven decisions to enhance student achievement. Use assessment data to develop action plans, set goals, and track outcomes related to student learning and growth.

Design, develop, and implement comprehensive professional development programs based on the needs assessment of teachers, staff, and school leadership.

Ensure compliance with state and federal special education laws, regulations, policies and mandates.

Collaborate with residential Director of Student Life to develop and implement policies, procedures, and guidelines for dormitory life, including student schedules, routines, and expectations.

Conduct regular walkthroughs and inspections of residential facilities to ensure compliance with safety regulations, cleanliness standards, and maintenance protocols.

Supervise and evaluate staff.

Serve as District Assessment Coordinator.

Performs other duties as assigned.
KNOWLEDGE OF:
• Evidence-based instructional strategies for Deaf education.
• Universal Design for Learning (UDL) principles to create inclusive and accessible learning environments for diverse learners.
• Differentiated instruction to meet the varied needs, preferences, and learning styles of Deaf and hard-of-hearing students.
• Assessment tools and strategies for evaluating the academic, linguistic, and social-emotional development of Deaf students.
• Ability to analyze assessment data, progress monitoring results, and student performance indicators to inform instructional decision-making and goal setting.
• Knowledge of best practices for conducting assessments in accessible formats and providing accommodations for deaf learners.

MINIMUM REQUIREMENTS:
• Must have Professional Certificate for Instructional Leadership- Principal for all Grades, Level 2.
• Experience in Deaf/Hard of Hearing education.
• Required SLPI Level- Advanced.

This position functions as the manager of the residential programs on the Michigan School for the Deaf (MSD) campus. The position is responsible for overseeing, creating and directing the programming and activities for students in the residential program. The position will also oversee and direct the coordination of training and services pertaining to the day-to-day activities of students residing at MSD. This position generates and carries out policy, oversees staff who provide direct care to the student, and serves on the staff team working to create a healthy environment to bring about positive changes in the behaviors, attitudes, and values of students in the residential program.

(Detailed Position Description provided upon request)
The role of the Secondary P.E. Teacher is to plan and implement lessons and instruct and guide deaf and hard-of-hearing students at the secondary level. Frequent communication with students and staff is essential to the success of this position.
Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Plan, prepare, and deliver lessons according to student abilities and educational needs;
differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for all learning activities.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Develop and implement individual student goals, instruction, and schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Follow school improvement goals and plans.
● Evaluate and reflect on own instructional practices; maintain professional competence through evaluations and self-selected professional growth goals and activities.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12) and/or Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS:
All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas
Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the Secondary Special Education Teacher is to teach deaf and hard-of-hearing students, including those with moderate to severe disabilities.

Instructional Activities:
● Teach deaf and hard-of-hearing students, including those with moderate to severe disabilities, at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books; contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Collaborate with staff, parent(s)/legal guardian(s), and external agencies to ensure appropriate services are provided.
● Attend bilingual education training and implement bilingual methodologies.
● Complete all required reporting, including but not limited to student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned.
● Work with general education teachers to plan curriculum, instruction, and student support for students both inside and outside of the special education classroom, including but not limited to consulting classroom teachers regarding appropriate classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS: Bachelor’s degree in Special Education; Degree in Deaf Education and/or Hard of Hearing (7-12) (preferred, but not required); Degree or Endorsement in Special Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the Elementary Teacher is to teach deaf and hard-of-hearing children in an accessible and inclusive learning environment.

Instructional Activities:
● Teach deaf and hard-of-hearing students, including those with moderate to severe disabilities, at the appropriate level by using state, local, district, curriculum, and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and in attaining IEP goals.
● Plan, prepare, and deliver lessons according to the student’s abilities and educational needs; differentiate instruction as needed; use the best and most effective teaching practices.
● Establish and communicate clear objectives for learning activities; follow school improvement goals and plans.
● Begin and end class promptly; create a positive and safe classroom environment for students to learn in, use appropriate classroom management strategies to make the best use of instructional time, and invoke approved disciplinary procedures; maintain classroom control.
● Evaluate student work, provide timely feedback, and maintain grade books; contribute to students’ personal growth, including future goals, career options, Deaf culture, socio-emotional well-being, and soft skills.
● Collaborate with staff, parent(s)/legal guardian(s), and external agencies to ensure appropriate services are provided.
● Supervise students inside and outside of the classroom, including but not limited to the lobby, cafeteria, hallway, before and after school, recess and outdoor areas, and other duties as assigned.
● Attend bilingual education training and implement bilingual methodologies.
● Complete and turn in all student evaluation reports, lesson plans, sub plans, IEP, comprehensive evaluations, grade cards, and other written reports as assigned, to the designated individual, by the due date, to maintain current and accurate school records as mandated by the State.
● Provide instructional direction to paraprofessional support staff, including but not limited to assigning activities, providing guidance, and instructional oversight.

Communication:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Use appropriate, professional terms when discussing students, their strengths, and areas of concern or opportunities for growth.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Promote a positive work environment by having appropriate on and off-campus interactions with students and their parent(s)/legal guardian(s).
● Work with Bilingual Specialist to improve skills to an appropriate level in the assigned area.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS: Bachelor’s degree in Education; Endorsement in Deaf Education and/or Hard of Hearing (PreK-12), Bilingual Education (as applicable), Physical Education; Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI) Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs, bilingual methodology, ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

(Detailed Position Description provided upon request)
The role of the KSTAR Teacher is to teach young deaf and hard-of-hearing adults 18-21, enrolled in the KSTAR program. KSTAR offers specialized programming for students who have completed the requirements necessary for obtaining their high school diploma. The program curriculum is transition-focused with community-based work instruction including but not limited to independent living, career and employment, and college and/or technical training.

Instructional Activities:
● Teach deaf and hard-of-hearing students at the appropriate level by using state, local, district, curriculum and classroom assessments; plan and provide student instruction following state and school-approved standards and curriculum.
● Direct, assess, and monitor student progress in mastering curriculum goals and attaining IEP goals.
● Evaluate student work, provide timely feedback, and maintain grade books.
● Develop and implement individual student goals, instruction, and schedules.
● Track students’ instruction, activities, and progress; coordinate student schedules.
● Assess students’ skills and needs; develop instruction and activities to fill in gaps in student skills.
● Complete individual student skills and/or individual performance checklist(s)
● Complete person-centered planning with students.
● Collaborate with principal, transition coordinator, career teacher, student life dean, and apartment coordinator.
● Provide instructional direction and supervise job coaches, including but not limited to assigning activities, providing guidance and instructional oversight; and coordinating job coach schedules.
● Share the KSTAR Program with seniors throughout the State.
● Develop business partnerships; seeks community and work opportunities for students.

Additional Activities:
● Use appropriate ASL/English communication skills with students and their parent(s)/legal guardian(s), staff, and the public to effectively communicate with all D/HH individuals.
● Maintain confidentiality per the employee handbook and all applicable local, state, and federal laws.
● Conform to school communication policies.
● All other duties as assigned.

Attend all required meetings; use appropriate communication skills.

MINIMUM REQUIREMENTS:
Bachelor’s degree in Deaf Education and/or Hard of Hearing (7-12);
Kansas Certification by KSDE in assigned level and teaching area; Crisis Prevention Institute (CPI)

Fluency in manual communication; ability to understand and use ASL and English in appropriate modes (ASL and English skills will be assessed); ability to make oral/signed and written reports; knowledge of basic human physiological needs; ability to apply principles of learning theories and child development; ability to make proper responses to safety/health concerns; ability to use behavior management techniques; ability to listen to and be empathetic to children and youth; ability to be a positive role model.

SPECIAL REQUIREMENTS: All offers of employment from Kansas School for the Deaf (KSD) are contingent upon background check results and any applicable workplace references. Background checks are completed via the KS Bureau of Investigation, Backgrounds Plus consents, Kansas Department of Children and Family Services, and Dru Sjodin National Sexual Offender Registry. KSD may contact previous employers for workplace references. Within 30 days of employment, a tuberculosis test (and any applicable treatment), as well as a health certificate must be completed by a medical provider at the cost of the employee.

DUTIES AND RESPONSIBILITIES:
Design and provide quality, rigorous instruction. Implement instructional strategies that provide quality experience and a variety of activities.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies and administrative regulations.
Modify the general education curriculum as needed for special needs students who are deaf or hard of hearing based upon a variety of instructional techniques/strategies and instructional technology to meet the needs of students.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Confer with parents, administrators, testing specialists, social workers and professionals to develop individual education plans (IEP’s) designed to promote students’ educational, physical and social development.
Attend professional meetings, educational conferences and other teacher training opportunities to maintain and improve professional competence.
Attend staff meetings and serve on committees as required.
Provide experiences that are designed to promote learning of Kentucky Academic Standards.
Sponsor and attend extracurricular activities such as clubs, student organizations, academic contests and athletic events.
Perform other duties as assigned.
PREFERRED QUALIFICATIONS:
Successful experience as a Mathematics Teacher. Proficiency in ASL is preferred. Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

MINIMUM REQUIREMENTS:

Must have valid Kentucky Teaching Certification in mathematics for grades 8-12 or Certificate for Teaching Exceptional Children-Hearing Impaired, Grades Primary through 12.

Position Overview
The Chief Executive Officer will provide visionary leadership and strategic direction for the NAD, ensuring the organization effectively advocates for the rights of the deaf and hard of hearing community. Working collaboratively with the Board of Directors, staff, and stakeholders, the CEO will advance the NAD’s mission while strengthening its position as the leading voice for deaf and hard of hearing Americans. This role requires a dynamic leader who can navigate complex policy landscapes, build coalitions, and drive meaningful change for the community.

Key Responsibilities
– Strategic Leadership and Organizational Management
– Advocacy and Policy Leadership
– Financial Oversight and Development
– Stakeholder Engagement and Communications
– Team Leadership and Development

More details on these specific responsibilities, as well as the actual application process, are on the NAD website at https://www.nad.org/ceosearch

Teacher Consultant for the Visually Impaired

This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

BASIC FUNCTION:
A Teacher Consultant for the Visually Impaired (TCVI) is contracted to provide services to eligible students at Michigan School for the Deaf and works under the supervision of the Principal. The TCVI evaluates, participates in development of the Individual Education Plan (IEP), and implements the IEP for each student on their caseload with a vision loss; providing both direct and explicit instruction and consultation services.

Specifically, the TCVI will:
provide instructional service that are supportive of the classroom teacher and the student (s) on the consultant’s caseload. Instructional services include providing access to the curriculum, promoting academic growth, and ensuring communication and language access.
provide consultation to other educational personnel, including paraprofessionals, on behalf of the student(s) on the consultant’s caseload.
evaluate students to determine whether the student needs or continues to need TCVI services and to determine a student’s educational needs based on present levels. Evaluation includes writing reports, meeting with IEP Teams, and talking with parents.
be responsible for Medicaid billing on a monthly basis.

MINIMUM QUALIFICATIONS:
The candidate must be eligible for or have Teacher Consultant Approval, including:
possess a master’s degree in education or a filed of study related to special education.
meet all of the requirements of R. 340.1782 of the Michigan Administrative Rules for Special Education (MARSE).
Show evidence of a minimum of 3 years of satisfactory teaching experience, not less than 2 years of which shall be teaching in a special education program.
Read and write unified English Braille Code
Meet the physical requirements necessary to safely and effectively perform assigned duties, including lifting fifty (50) pounds on an occasional basis and in excess of fifty (50) pounds with assistance.
DESIRED QUALIFICATIONS:
Knowledge of agencies providing services for the blind and visually impaired;
One (1) year of successful experience in a Michigan school district or County Schools Office;
Skill in preparing and maintaining reports and records;
Knowledge of the development of skills related to self-help strategies and reinforcement procedures to encourage students to move independently throughout their environment.

WORK ENVIRONMENT:
Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of other agencies and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment

Board Certified Behavior Analyst (BCBA) for Deaf and Hard of Hearing (DHH)

This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

BASIC FUNCTION:
Develop, coordinate, and implement coaching, consultation, and technical assistance for DHH students with complex behavioral needs.
Uses the working knowledge of effective instruction in establishing school processes and routines that engage teachers/staff in regular monitoring of student progress and evaluation, adaptation, and improvement of interventions and strategies which meet the individualized needs of DHH students with behavioral needs.
Work collaboratively with agency partners and MSD staff to establish a strong MTSS (Multi-Tiered Systems of Support) model and ensure implementation relative to intensifying interventions for social-emotional growth.
Works with staff to deepen student understanding through data analysis and the development of Functional Behavior Analysis and Positive Behavior Support Plans to support increased student growth and achievement around behavior and its function.
Support in the data collection and analysis of behavior.
Provide professional development and coaching to work with students with behavioral challenges.
Leads team and individual student meetings for the purpose of facilitation and participation.
Administer assessments and analyze data to inform instruction.
Use technology to organize data and interventions.
Maintain appropriate relationships with students: modeling appropriate communication, showing respect and support, promoting independent thinking and good listening skills.
Support with restorative interventions for students.

QUALIFICATIONS:
Board Certified Behavior Analyst Certification (BCBA)
Master’s degree in psychology, counseling, behavioral health or other related major.
Three years’ successful experience in a related field, which includes behavioral services.
Experience developing training and support programs related to mental health/social-emotional learning.
Must possess exceptional organizational skills, data collection and analysis skills, and communication skills to effectively interact with superiors, peers, subordinates, local/state/national education reps, and regulatory/funding agencies, constituent districts, and the public-at large.
Knowledge of special education laws, rules, regulations, and compliance responsibilities.
Demonstrate a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Experience with supporting behavior through FBA and PBSP’s and evidence of fidelity of implementation.
Trained in Non-Violent Crisis Intervention or other crisis intervention approach(es).
Meet the physical requirements necessary to safely and effectively perform assigned duties, including lifting fifty (50) pounds on an occasional basis and in excess of fifty (50) pounds with assistance.

DESIRED QUALIFICATIONS:
Ability to communicate in American sign language (ASL).
Knowledge of agencies providing mental health resources, services, and/or supports for students who are Deaf and hard of hearing and their families.
One (1) year of successful experience in a Michigan school district or County Schools Office.
Skill in preparing and maintaining reports and records.

WORK ENVIRONMENT:
Michigan School for the Deaf is a bilingual, bicultural school operated by the Michigan Department of Education. All students enrolled are Deaf and hard of hearing. The primary mode of communication is American sign language with written communication in English.

Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of resident school districts, outside agencies, and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment