Must possess a Master’s Degree and SC Licensure in Elementary/Secondary Principal Tier I or II. The position requires a minimum of 3 years teaching experience, preferably with Deaf/Hard of Hearing students and 3 years of educational leadership experience. SC Licensure in Deaf/Hard of Hearing or related field is preferred. Ability to communicate effectively using American Sign Language (ASL) is strongly preferred.

Under limited supervision, provides the leadership and management skills necessary to maximize the efforts of teachers and students in an environment which is conducive to educational enhancement, growth and achievement for students; serves as the administrator for the School for the Deaf; supervises and coordinates the work of all assigned professional and classified personnel; ensures subordinates’ adherence to agency policies, regulations, and goals.

Instructional Leadership: Fosters the success of all students by leading the development of a comprehensive educational program for deaf/hard of hearing students that enhances teaching and learning. Evaluates the merits of educational programs and resources and recommends improvements based on applicable research and data. Coordinates staff training and facilitates opportunities for collaboration, analysis, and reflection.

IEP Management: Fosters the success of all students by supervising the IEP process to ensure compliance with all regulations. Provides technical support and training to staff to ensure understanding of special education actions and proficiency with compliance protocols.

Professional Development: Fosters the success of all students 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.

Record keeping: Fosters the success of all students by effectively keeping records and scorecard data. Maintains compliance with local, state, and federal laws, rules, policies, and procedures regarding IEPs, ADEPT, EPMS, FERPA, HIPAA, and other Human Resource and accountability procedures.

Effective Management: Fosters the success of all students by effectively managing the school building, staff, students, schedules, and resources. 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 and ADEPT evaluations on time. Maintains effective communication with all stakeholders, including staff, parents, students, and community members. Enforces policies and procedures designed to protect the safety and welfare of students and staff while on campus.

Interpersonal skills: Fosters the success of all students by interacting effectively with stakeholders and addressing their needs and concerns.

School Psychologist

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

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Early Childhood Classroom Teacher

Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

•Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

•Complies with school, state, and federal policies and procedures and supports the mission of the school at all times.

•Communicates clearly with students in their identified language of instruction, determined by language planning and assessments.

•Maintains a current working knowledge of the Common Core Standards, the RI Early Learning Standards, special education regulations, and state testing procedures.

•Plans instruction effectively, engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

•Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.

•Maintains appropriate classroom standards of behavior, mutual respect, and safety.

•Makes learning goals clear to the students and maintains high standards and expectations.

•Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

•Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

•Demonstrates appreciation for and sensitivity to the diversity among individual students.

•Engages and cooperates in a constructive relationship with parents and is receptive to their contributions.

•Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

•Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

•Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

•Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

•Plans and completes necessary testing or data collection, documentation, and interpretation of data.

•Maintains a professional appearance in accordance with RISD’s handbook.

•Contributes to self-growth and continuous improvement of the school through active
participation in professional development activities and meetings.

•Attends IEP meetings; Serves as a special education case manager; Writes annual IEP student goals, and works steadily to ensure that students attain these goals: Monitors and reports IEP progress quarterly;

•Integrates the implementation of behavior plans designed for individual students.

•Prepares and submits lesson plans, maintains accurate records, and submits required data/paperwork on time.

•Participates in diagnostic and other planning meetings.

•May occasionally be delegated medication administration duties or certain health care responsibilities by the school nurse, if needed.

•Performs other tasks, as directed by the Director or Educational Supervisor.

To provide differentiated learning experiences to meet variable needs and abilities of assigned students
• Complete case management responsibilities including scheduling meetings, scheduling and conduction evaluations, developing IEPs, monitoring Medicaid related services, monitoring student progress, communication with outside support staff and student’s LEA and maintaining complete and organized student records.
• To participate in diagnostic or other planning meetings.
• To assess each student’s progress, prepare report cards and progress reports; meet with parents and child
to discuss progress.
• To clearly indicate expectations for student behavior, while consistently taking into account the individual needs of the students.
• To possess the ability to make decisions consistent with the school’s philosophy, policies and regulations.
• To attend Professional Development as scheduled by the Administration.
• To possess, develop and maintain professional skills by reviewing professional literature, attending conferences or CEU activities as offered.

RI DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION
NON-CLASSIFIED JOB DESCRIPTION

Position:Teacher – Rhode Island School for the Deaf, Elementary Teacher of the Deaf
General Duties:Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

Requirements:
•Highly qualified credentials, as established by RI Department of Educator Certification
• RI Certificate in academic content area (Elementary, Early Childhood, and/or Secondary subject area)
RI Certificate in Deaf Education and/or Special Education
ASL proficiency required (ASLPI Level 4)
• Written language competency
• Ability to work effectively as part of an educational team
• Knowledge and respect for the cultural norms and language of the Deaf community

Elementary Education Degree

Supervision:Works under the general supervision of the Director

Functions and Responsibilities:

Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

Complies with school, state, and federal policies and procedures and supports the mission of the school at all times.

Communicates clearly with students in their identified language of instruction.

Maintains a current working knowledge of the Common Core Standards, the RI Standards, and state testing procedures.

Plans instruction effectively, engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.

Maintains appropriate classroom standards of behavior, mutual respect, and safety.

Makes learning goals clear to the students and maintains high standards and expectations.

Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

Demonstrates appreciation for and sensitivity to the diversity among individual students.

Engages and cooperates in a constructive relationship with parents and is receptive to their contributions.

Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

Plan and completes necessary testing or data collection, documentation, and interpretation of data.

Maintains a professional appearance in accordance with RISD’s handbook.

Contributes to self-growth and continuous improvement of the school through active participation in professional development acti vities and meetings.

Complete case management responsibilities including scheduling meetings, scheduling and conducting evaluations, developing
IEP’s monitoring Medicaid related services, monitoring student progress, communication with outside support staff and student’s
LEA and maintaining complete and organized student records.

Integrates the implementation of behavior plans designed for individual students.

Prepares and submit lesson plans, maintains accurate records and submits required data/paperwork on time.

Participates in diagnostic and other planning meetings.

May occasionally participate in certain health care responsibilities by the school nurse, if needed.

Performs other tasks, as directed by the Director or Curriculum Supervisor

Reasonable accommodations can be made for qualified individuals with a disability.

RI DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION
NON-CLASSIFIED JOB DESCRIPTION

Position:Teacher – Rhode Island School for the Deaf, Teacher of the Deaf with additional Special Education experience.
General Duties:Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

Supervision:Works under the general supervision of the Director

Functions and Responsibilities:

•Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

• Knowledge and respect for the cultural norms and language of the
Deaf community.

Ability to modify curriculum and workplace activities

•Complies with school, state, and federal policies and procedures and supports the mission of the school at all times.

•Communicates clearly with students in their identified language of instruction, determined by language planning and assessments.

•Maintains a current working knowledge of the Common Core Standards, the RI Standards, IEP process and special education regulations and state testing procedures.

•Plans instruction effectively, engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

•Monitors student understanding of the curriculum and adjusts/modifies instruction, materials, or assessments, where appropriate.

•Maintains appropriate classroom standards of behavior, mutual respect, and safety.

•Makes learning goals clear to the students and maintains high standards and expectations.

•Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

•Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

•Demonstrates appreciation for and sensitivity to the diversity among individual students.

•Engages and Cooperates in a constructive relationship with parents and is receptive to their contributions.

•Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

•Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

•Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

•Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

•Plans and completes necessary testing or data collection, documentation, and interpretation of data. Administers State testing and Alternative State Assessments as needed.

•Modifies curriculum and supports regular education teachers with curriculum modification for students on IEPs.

•Contributes to self-growth and continuous improvement of the school through active
participation in professional development activities and meetings. Applies new learning to personal professional practice.

•Attends IEP meetings. Serves as a special education case manager, writes annual IEP student goals and works steadily to ensure that students attain these goals. Monitors and reports IEP progress quarterly.

•Design and Integrates the implementation of behavior plans designed for individual students as needed.

•Prepares and submit lesson plans, maintains accurate records and submits required data paperwork on time.

•Participates in diagnostic and other planning meetings.

•May occasionally be delegated certain health care responsibilities by the school nurse, if needed.

•Performs other tasks, as directed by the Director or Curriculum Supervisor

Reasonable accommodations can be made for qualified individuals with a disability.

Essential Duties:
• Supervise Instructional Assistants
• Administer the Academic Tutoring Programs
• Collaborate with PBIS Team
• Collaborate with Testing Coordinator for scheduling
• Collect and maintain testing data/organize and share reports with the Executive Director of Curriculum and Instruction
• Maintain program compliance with all applicable education laws and regulations
• Keep informed and up-to-date regarding new developments in curriculum, instruction and administration
• Serve as the liaison between the Parents Staff Association and the School
• Submit, track and follow-up on purchase orders
• Submit and follow-up on work orders and maintenance requests
• Implement School’s disciplinary policy for students
• Support technology integration practices in the school’s educational programs
• Review IEPs and ensure submission deadlines are met
• Serve as a member of the Lexington Leadership Council
• Assist Upper School Principal with other assigned duties
• When necessary, cover classes as substitute teacher

Knowledge, Skills and Abilities:
• Knowledge of Deaf Community
• Proficiency in American Sign language
• Experience in a school environment work with children and faculty
• Administrative experience
• Knowledge of the psychological and physiological development of students
• Knowledge of curriculum and principles of learning
• Knowledge of language and literacy development

Qualifications:
• NYS School Building Leader (SBL) certificate preferred
• MA in Deaf Education or related field
• NYS Teaching Certification

Characteristics:
• Demonstrate commitment to Lexington’s vision and mission
• Commitment to be flexible and open to updated and on-going research in the field of deaf education and data-based decision making
• Recognition of self as a learner; able to identify areas of growth and commitment to working in these areas

Medical clearance and investigative consumer report required.

Essential Duties:
• Supervise Instructional Assistants
• Administer the extracurricular activities program
• Collaborate with PBIS Team
• Collaborate with Testing Coordinator for scheduling
• Collect and maintain testing data/organize and share reports with the Executive Director of Curriculum and Instruction
• Maintain program compliance with all applicable education laws and regulations
• Keep informed and up-to-date regarding new developments in curriculum, instruction and administration
• Serve as the liaison between the Parents Staff Association and the School
• Submit, track and follow-up on purchase orders
• Submit and follow-up on work orders and maintenance requests
• Implement School’s disciplinary policy for students
• Support technology integration practices in the school’s educational programs
• Review IEPs and ensure submission deadlines are met
• Serve as a member of the Lexington Leadership Council
• Assist other School Principal with other assigned duties
• When necessary, cover classes as substitute teacher
Knowledge, Skills and Abilities:
• Knowledge of Deaf Community
• Proficiency in American Sign language
• Experience in a school environment work with children and faculty
• Administrative experience
• Knowledge of the psychological and physiological development of students
• Knowledge of curriculum and principles of learning
• Knowledge of language and literacy development
Qualifications:
• NYS School Building Leader (SBL) certificate preferred
• MA in Deaf Education or related field
• NYS Teaching Certification
Characteristics:
• Demonstrate commitment to Lexington’s vision and mission
• Commitment to be flexible and open to updated and on-going research in the field of deaf education and data-based decision making
• Recognition of self as a learner; able to identify areas of growth and commitment to working in these areas
Medical clearance and investigative consumer report required.

The Executive Director is responsible for the successful leadership and management of the organization according to the strategic direction set by the CEASD Board of Directors. Serves as chief staff executive, recommends and participates in the formulation of policies and makes decisions within existing policies as they have been approved by the Board of Directors. Plans, organizes, directs and coordinates programs and activities of CEASD to assure that objectives are attained, plans fulfilled, and member needs met. Maintains effective internal and external relationships. Achieves economical, productive performance, forward-looking programming and constructive growth of CEASD. This position reports directly to the Board of Directors. See full description and video announcement.

Our Agency:
The Washington Center for Deaf and Hard of Hearing Youth (CDHY) is an educational community and statewide resource committed to ensuring all deaf and hard of hearing students in Washington reach their full potential. Our agency offers a variety of services including: academic, residential, outreach services, and professional development. CDHY celebrates all language experiences and deaf culture. We are committed to providing the best individualized learning experience for all students we serve.

Our Staff:
Our employees are more than just workers. They are part of a community, network, and family. Each staff member serves as a role model to students. We’re looking for people that can contribute, grow, think, and dream. We thrive in a culture that embraces diversity and rewards imagination. CDHY is committed to diversity, equity and inclusion! Our agency strives to create an inclusive and diverse learning community with emphasis on access, success, and equity by recruiting, retaining, and ensuring the success of diverse students, faculty, and staff. CDHY aims to build a community that values and respects one another by providing the best learning environment for faculty, staff, and student success.

A little bit about the CDHY Outreach Team:
The Outreach Team offers services to deaf and hard of hearing students, their families, and the educators that serve them throughout Washington State. Our team consists of specialists in: American Sign Language, audiology, behavior, counseling, deaf plus, educational interpreting, listening and spoken language, literacy, school psychology, Signing Exact English, school psychology, social-emotional learning, speech-language, teaching strategies and curriculum, and transition (birth-22). We offer support to students, families, and school districts through direct services, state-wide events, and professional development opportunities. We are a state-wide resource dedicated to ensure that all deaf and hard of hearing students in Washington receive the support they need to reach their full potential and achieve their goals.

The CDHY Birth to 5 Outreach team offers a range of early intervention and early childhood services including family home visits (in-person and virtual), developmental evaluations, supporting IFSP development, training & technical assistance, and preparing for transition to preschool services. All of our birth-5 specialists have expertise in working with infants and toddlers who are deaf and hard of hearing, families, and early childhood professionals. The following is a more in depth description of the birth-3 consultation and evaluation services we provide.

Who we are looking for:
CDHY is currently seeking an experienced and skilled individual to serve as its Director of Birth-5 Outreach Services. The successful applicant will join a highly successful administrative team and be an active contributing participant for strategic planning for CDHY with an emphasis on incorporating goals and outcomes to lead the Statewide Outreach Team to success as they serve children and youth across the state of Washington. CDHY is looking for a visionary leader who will embrace and expand on a well-coordinated strategy to advance the education and awareness for young deaf and hard of hearing children and their families throughout the state. The Director will also be expected to lead the development and implementation of support through strategic partnerships, staff deployment and accountability, expanding professional development opportunities and outsourcing early childhood educational services with a variety of skilled professionals respecting all languages and communication modalities. This is an executive level position and reports to the Executive Director.

Duties
Essential Duties include:
Direct supervision of all Statewide Outreach Birth-5 personnel
Provide leadership and oversight of all associated programs
Develop and maintain relationships with various partners in the areas of early childhood education and outreach to develop a collaborative vision to promote educational programs and supports for deaf and hard of hearing children and their families.
Guide CDHY Statewide Outreach Team growth and development to meet the needs of young students who are deaf and hard of hearing across Washington State regardless of location or language choice experience or communication modality
Establish strong partnerships and collaboration between the CDHY Birth-5 Team, Department of Children, Youth & Families (DCYF)-Early Support for Infants & Toddlers (ESIT), Department of Health’s EHDDI program, Washington Hands & Voices, Washington School for the Deaf, Washington State School for the Blind, and WA DeafBlind Project (WSDS).
Identify gaps, needs and successes in service delivery to meet the educational needs of deaf and hard of hearing children and their parents/families. Gather information and work collaboratively with the executive team to identify, develop and deploy training and professional development opportunities
Budget monitoring and transaction approval for assigned personnel to meet department needs
Develop and monitor Performance Measures demonstrating success of programs implementation in local areas across the state
Participation on the CDHY Executive Leadership Team and Outreach Leadership Team
Monitoring and response to relevant legislative bill proposals and fiscal note requests
Develop and support strong, contract based, collaborative partnerships between CDHY and other state agencies, early intervention provider agencies, school districts, private organizations and providers, and other stakeholders to provide services for DHH students ages birth-5 throughout the state
Participate in state and national committees as assigned
Develops policies and procedures for the provision of CDHY outreach services
This position requires extensive in-state and out of state travel
Develop decision packages for funding to support program expansion

Qualifications
Required Qualifications:
Master’s degree or higher in Deaf Education, Early Childhood Education, Deaf Studies or similar field of study with emphasis to DHH services
At least 5 years of experience providing direct educational or education support services for birth-3, preschool, and/or K-12 DHH students
Excellent communication skills with experience providing public presentations
Establish strong relationships and work effectively with staff, teachers, students, parents, community, and vendors
Ability to train, direct and delegate responsibility to staff
Ability to cooperatively collaborate with other departments or administrative staff in a timely, responsive manner to meet business needs and reach department and agency-wide goals
Ability to independently take initiative and work efficiently, exercising reasonable judgment, in a fast-paced, multi-task environment with little or no supervision
Ability to work effectively under pressure and demonstrate problem-solving skills, while maintaining diplomacy and professionalism
Ability to work with diverse groups of people
Must be willing to travel
Excellent managerial, leadership and team building skills
Familiarity with birth-3 Part C system, early intervention services, and working closely with parents/families.
Familiarity with early childhood and preschool settings, operations and overall early learning instructional programs and teaching strategies
Strong interpersonal and motivational skills and the ability to supervise staff in a detail-oriented, deadline driven environment
Demonstrated ability to meet quantitative and qualitative objectives.
Strong expressive (English/ASL) and written communication and presentation skills
Exceptional project management skills including the ability to meet deadlines and handle diverse tasks simultaneously using prioritization and delegation
Ability to work with diverse teams to establish goals, objectives, and action plans

Preferred Qualifications:
Experience developing and establishing and recommending Board policies supporting Statewide Outreach Team activities
Experience and ability to monitor budgets and develop budget requests
Experience writing and managing state and federal grants
Excellent organization and time management skills
Ability to understand and interpretation of laws and regulations
Valid Washington State Administrator credential or ability to obtain the credentials is desired.
Prior supervisory experience preferred