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

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

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

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

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

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

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

The successful candidate will have:

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

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

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

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

The successful candidate will have:

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

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

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

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

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

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

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

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

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

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

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

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

DUTIES AND RESPONSIBILITIES:

Educational Program:

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

Operations Supervision:

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

Communications Management:

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

Fiscal Management:

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

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

QUALIFICATIONS:

Education and Experience:

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

Knowledge of:

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

Ability to:

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

Skills:

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

Major Functions:
Directs the school’s education program for deaf/hard of hearing students assigned to the
program to ensure needed services are provided.
Provides comprehensive professional leadership to staff and students.
Works to provide individualized education plans to meet the needs of all students and
ensure compliance with all state, federal and local requirements.

Minimum Requirements:
Master’s degree or higher in educational leadership/administration/supervision
486 Endorsement: Entry Level Administrator
Three (3) years of professional experience as a teacher, lead teacher, assistant principal,
principal or combination therein
Advanced American Sign Language (ASL) required

Preferred Qualifications:
208 Endorsement: Hearing Disability (K-12)
Demonstrate a deep understanding of the unique challenges associated with educating
students who are deaf/hard of hearing

Duties and Responsibilities:
Creates a sensitive and welcoming school culture for diverse populations of staff and
students.
Leads teachers and staff in developing and supporting a school climate of respect and
appreciation for all students, staff and parents and a school culture aligned with the vision,
mission and values of the school.
Sets clear expectations for staff and fairly enforces those expectations.
Ensures management of student behaviors and disciplinary issues are addressed
individually in accordance with the school’s policies and procedures and with dignity and
respect for all students.
Evaluates staff members for the purpose of monitoring performance, providing professional
growth and achieving overall objectives of the school’s curriculum.
Manages the IEP process including facilitating meetings, training teachers and staff,
collaborating with parents/guardians, and complying with federal and state
laws/administrative rules and school policies.
Analyzes, interprets, and uses data to implement continuous school improvement, including
student learning.
Plans and provides professional development for teachers and staff.
Fiercely protects instructional time in policy and practice.
Coaches, counsels and disciplines certified and classified staff.
Ensures learning environment and classroom instruction maximizes student learning.
Implements policies, procedures and/or processes for the purpose of providing direction
and/or complying with state/district mandates.
Keeps abreast of and informs the school staff of legislative and/or educational initiatives at
the local, state, and national level.
Enables staff to voice concerns and/or complaints without fear of negative repercussions
and actively seeks solutions to those concerns/complaints.
Seeks staff input in developing long-term goals for the school.
Recruits, selects, and hires school staff, including teachers and department-based support
staff.

Counselor/Academic Advisor

6758BR

National Technical Institute for the Deaf

NTID Counseling & Academic Advising Services

Detailed Job Description

NTID Counseling & Academic Advising Services recruits and hires Counselors/Academic Advisors (CAA) at different levels of experience and skill in its career ladder: Counselor/Academic Advisor OR Senior Counselor/Academic Advisor OR Assistant Director

Salary and Placement in the career ladder and assignment will be determined by experience, professional licensure, certification, and skill proficiency level.

Department/College Description

Provide personal counseling, career counseling, academic advising and consultation to NTID (National Technical Institute of the Deaf) supported students who are deaf, hard of hearing, and hearing in a college environment following the American Counseling Association (ACA) Code of Ethics.

Required Minimum Qualifications

• Master’s degree in counseling, psychology, social work or a related clinical field
• Two or more years of professional counseling, academic advising or career counseling work experience
• Sign language proficiency

Preferred Qualifications

Professional Area:

Employment Category: Fulltime

Staff Job Function:
Wage Band:

Required Application Documents

How to Apply

In order to be considered for this position, you must apply for it at: http://careers.rit.edu/staff. Click the link for search openings and in the keyword search field, enter the title of the position or the BR number.

The direct link to this posting can be found here: https://apptrkr.com/3095308

Additional Details

Rochester Institute of Technology, the 10th largest private university in the U.S., is among the world’s leading technological universities. Its 18,000 undergraduate and graduate students from all 50 states and more than 100 countries are enrolled in over 200 academic programs, including 7 interdisciplinary Ph.D. programs. A pioneer in experiential education, RIT was the first to offer undergraduate degree programs in biotechnology, information technology, software engineering, and microelectronic engineering. As home to the National Technical Institute for the Deaf, the university offers unparalleled academic opportunities and services for the deaf and hard-of-hearing. Founded in 1829, RIT has 115,000 alumni throughout the United States and around the world. RIT has been named by the Chronicle of Higher Education as one of the “Great Colleges to Work For.” RIT is a National Science Foundation ADVANCE Institutional Transformation site, and is responsive to the needs of dual-career couples through the Upstate NY Higher Education Recruitment Consortium. For more information, visit http://www.rit.edu/overview/rankings-and-recognition and http://www.rit.edu.

As a member of the RIT community employees receive a well-balanced benefits package that offers a variety of choices and access to additional employment advantages. These benefits, combined with an employee’s pay, provide a total compensation package that can be tailored to meet your needs. More on RIT’s Benefits, Health & Wellness program can be found at: https://www.rit.edu/fa/humanresources/content/benefits-health-and-wellness

RIT does not discriminate. RIT is an equal opportunity employer that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov

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The Program Manager of DHH/VI Programs provides leadership, professional development, and program management for the Deaf/Hard of Hearing and Visually Impaired Programs and staff supervision. Assists in the organization and direction of activities of the DHH/VI services school-aged and early childhood program to assure comprehensive assessment, intervention and support for students with aforementioned disabilities in the District. Serves as a subject matter expert in evidence-based practices in assessment and instruction, program evaluation and special education law.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:
1. Provide leadership, planning, and technical expertise to assigned specialty areas and building teams including administration, individual staff, and families
2. Supports the supervision, hiring and evaluations of certificated and classified staff in the assigned programs.
3. Establishes work duties and performance standards for certificated and classified staff in the Deaf/Hard of Hearing and Visually Impaired Programs.
4. Ability to conduct or collaborate on performance evaluations directly and initiates and implements disciplinary actions as warranted. Addresses employee concerns and other sensitive personnel matters.
5. Supports the recruitments and selection process for assigned special education programs; facilitates and participates in certificated staff recruitment and selection process in collaboration with director or building administrators; makes recommendations to hire for assigned programs.
6. Develops and implements an effective learning program to enable students to make meaningful progress. This includes curriculum selection and program planning for students; program evaluation, training, and support in ensuring effective progress monitoring to support meaningful progress for students in all areas of specially designed instruction for staff.
7. Support multidisciplinary teams in implementing effective, collaborative meeting practices for Special Education evaluations or Individual Educational Programs (IEP) meetings.
8. Supports director in the development and management of assigned budgets.
9. Collaborates with other Student Services administrators in the development and implementation of district policies and procedures in accordance with state and federal legislation.
10. Develops, organizes, and implements professional development opportunities for building, program, and department staff.
11. Coordinates program activities with District and building staff in a shared decisionmaking environment; promotes and facilitate teamwork.
12. Responds to a variety of issues or concerns from stakeholders and collaborates in IEP team meetings and with building administrators to develop a plan of action.
13. Participates in various administrator meetings, professional committees, and teams; serves on District committees as requested.
14. Provides leadership and technical expertise to the assigned district leadership teams. 15. Works collaboratively with partnering school districts, as well as community agencies and resources.
16. Extensive knowledge of modern principles and best practices of special education programs for students, including the implications of communication needs and least restrictive environment for Deaf/Harding of Hearing students.
17. Performs other related duties as necessary or assigned.

Scope of Work: Promotes and enhances academic achievement, personal/social growth and career development. Implements the comprehensive guidance and counseling program according to the State of New York School Counseling Program Student Standards.

Duties and Responsibility:
• Conduct goal- oriented counseling, responsive to identified student needs, relative to student achievement and school success.
• Collaborate with school personnel to assist students with developing skills that support academic achievement, high school graduation and lifelong learning.
• Maintain confidentiality and accurate student records
• Participate as a member of the school- crisis team.
• Maintain accurate transcripts by assisting students with appropriate course section and placement to fulfill high school graduation requirements
• Assist students with investigating college, university and career and technical schools, scholarship options, and financial aid information in an effort to develop post-secondary options.
• Work cooperatively with Adult Service agencies (OPWDD, ACCES-VR, OMH, etc) to ensure vocational assessments and transitional planning is done seamlessly.
• Coordinate all NY State testing for grades 3-8, Alternate Assessments, Regents exams and ACT. This is to include the ordering and reviewing of materials, working with teachers to review all testing accommodations and requirements and the implementation of the testing, and the return of all materials to the state and individual districts.
• Oversee tutorial needs of Junior/Senior High School Students and make recommendations

Qualifications:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Experience working with Deaf and Hard of Hearing population
• 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 data entry and reports
• 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 the 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.

Education and/or Experience
• Master’s degree or higher
• NYS Certification in School Counceling

Mill Neck Family of Organizations is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.