Teacher of the Deaf and Hard of Hearing Experience the difference in Deaf Education by working with a team with HEART! Carter Hears! offers an engaging work experience with a culture that fosters courage and vulnerability. Join us to change the face of deaf education!! Come Experience the Carter Hears Difference!

*Contract position up to 30 hours per week
*Competitive pay
*Flexible schedules
*Free professional development with 24 CEUs per year
*Semi-annual retreats
*Personalized coaching
*Educational Round Tables
*”Smarter, Not Harder” Techniques that increase student outcomes
*Inclusive of all communication modalities

As your educational consultant for deaf and hard of hearing individuals, Carter Hears! will work collaboratively with families and educational organizations to meet the unique learning, communication and language needs of children, youth, and young adults who are deaf or hard of hearing that are being educated in their local school districts or communities of learning. The Carter Hears! team provides assistance to public schools and higher learning institutions through consultative contracts. Comprehensive evaluations are conducted in the student’s preferred mode of communication. Being directly assessed by an individual who is certified in this area of expertise as well as experienced in evaluating deaf and hard of hearing individuals is crucial in obtaining an accurate assessment.

Education:
Must have a Bachelor’s or Master’s in the area of Deaf Education

Certification:
Certified Teacher of the Deaf and Hard of Hearing for the state in which you serve

Experience:
Minimum of student teaching must be completed

Job Duties:
Provide Deaf and Hard of Hearing Educational Services on given roster
Provide direct and indirect services based on Individualized Education Plans (IEP)
Provide support services based on 504 plans
Maintain Hearing Assistance Technology for assigned districts
Evaluate students for eligibility under Individuals with Disabilities Education Act (IDEA)
Write IEPs and Evaluation reports
Provide training and guidance to teachers and service providers
Maintain required paperwork and documentation of services
Attend meetings as requested
Maintain a consistent teaching schedule
Must pass a background check, maintain liability insurance, and provide proof of a TB Test

Teacher of the Deaf
Iowa School for the Deaf is seeking a teacher to fill one of the following positions:
We will look for the strongest candidate in any one of these areas, and our current staff will be able to shift to cover the other areas.

1. Elementary Teacher – endorsement #102: K-6 Teacher Elementary Classroom license

2. Secondary English Teacher: 120 English Language Arts 5-12; prefer 1201 English Language Arts – All

3. Computer Science/STEM Teacher 977 K-12 STEM Specialist or 278 5-12 Computer Science or 2781 K-12 Computer Science Specialist – NOTE: These endorsements require a valid Iowa teaching license with at least one additional teaching endorsement, please see the ‘checklists’ at the endorsement links for more information.

4. Secondary Math Teacher 143 Mathematics 5-12.

5. Personal and Career Development and Life Skills Teacher Requires Deaf and Hard of Hearing endorsement

See the Iowa Board of Educational Examiner’s webpage: www.state.ia.us/boee/ for information on Iowa licensing and endorsement requirements.

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.

Qualifications: To be considered, an applicant must possess or have the ability to obtain an Iowa Teacher’s Certificate, which includes the endorsement(s) noted above AND an endorsement in Deaf/Hard of Hearing. Additional endorsements are beneficial.

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.

Work Schedule: These are full-time, school year positions (191 day contract for first year; subsequent years are 189 day contracts).

Teacher of the Deaf – Industrial Arts

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.

Qualifications: To be considered, an applicant must possess or have the ability to obtain an Iowa Teacher’s Certificate or the Career and Technical Authorization from the Iowa Board of Educational Examiners (BOEE)

Sign language fluency, experience working with the Deaf, and experience working with youth are strongly preferred.

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.
Iowa’s teaching licensing board offers options on industrial arts licensure.
• 5-12 Industrial Technology endorsement on secondary teacher license
o Completed a secondary education program and met all qualifications for a teaching license in the state where your degree was completed
o Completed 24 semester hours in industrial technology to include at least 6 semester hours in 3 different areas. See checklist found at: 5-12 Industrial Technology

• Career and Technical Authorization: see information at Initial Career and Technical Authorization Must meet one of the following qualifications:
o 6,000 hours of vocational experience (approximately 3 years of full-time employment)
o 4,000 hours (about 2 years) of vocational experience if you have a BA/BS degree
o 3,000 hours (about 1.5 years) of vocational experience if you have an associate’s degree in the endorsement area sought
o Hold a BA/BS degree in any area of study if at least 18 of the credit hours were completed in the teaching endorsement area sought.
*** Applicants with this authorization can begin teaching immediately and then must complete some on-line courses related to teaching.

Individuals teaching with the 5-12 Industrial Technology endorsement would be expected to add the B-21 Deaf/Hard of Hearing endorsement. Additional endorsements are beneficial.

See the Iowa Board of Educational Examiner’s webpage: www.state.ia.us/boee/ for information on Iowa licensing and endorsement requirements.

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.

The secondary science teacher position would require an Iowa teaching license with a secondary science endorsement: prefer endorsement #185 (5-12 All Science); will consider endorsement 151 (5-12 Biology); 152 (5-12 Chemistry); 153 (5-12 Earth Science); 1541 (5-12 Basic Science); or 156 (5-12 Physics).

The individual hired would also need to be willing to add the Deaf/Hard of Hearing endorsement. Additional endorsements are beneficial.

See the Iowa Board of Educational Examiner’s webpage: www.state.ia.us/boee/ for information on Iowa licensing and endorsement requirements.

Qualifications: To be considered, an applicant must possess or have the ability to obtain an Iowa Teacher’s Certificate, which includes the endorsement(s) noted above AND an endorsement in Deaf/Hard of Hearing. Additional endorsements are beneficial.

Experience working with the Deaf and experience working with youth are strongly preferred.

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.

Work Schedule: These are full-time, school year positions (191 day contract for first year; subsequent years are 189 day contracts).

SUMMARY:

Reporting to the Athletic Director, the Lead Athletic Trainer provides athletic training services to all athletic teams and their student-athletes with the proactive goal of preventing athletic-related injuries and illnesses; evaluates and treats athletic injuries; provides injury-related counseling and education
to all student-athletes; assumes the responsibility for athletic training administrative tasks such as tracking inventory, filing insurance claims, making medical referrals; assists with the coordination and scheduling of medical coverage during home and away competitions; supervises intern student athletic trainers and student workers; maintains thorough record-keeping and documentation on a timely manner; works closely with physicians and other allied health care professionals providing care
to student-athletes; and participates in home competitions and travels to away competitions as scheduled.

PRINCIPAL ACCOUNTABILITIES:

I. Provides athletic trainer services to MSSD’s athletics teams and their student-athletes; and educates student-athletes on how to prevent or reduce the possibility of athletic related injuries and illnesses.
II. Conducts on-site evaluation and treatment of athletic injuries.
III. Provides counseling and education to all student-athletes.
IV. Assumes the responsibility for athletic training administrative tasks such as tracking inventory, filing insurance claims, making medical referrals, or any other administrative tasks as assigned by the head athletic trainer.
V. Assists with the coordination and scheduling for medical coverage for all home and away competitions; participates in home and away competitions as scheduled; and travels with the team for away competitions.
VI. Supervises intern athletic trainer students and student workers and contributes to their learning about the athletic trainer position, roles, and responsibilities.
VII. Maintains thorough record-keeping and documentation on all athletic trainer activities in a timely manner; and maintains confidentiality of all records.
VIII. Works closely with physicians and other allied health care professionals providing care to student-athletes.
IX. Maintains current ATC (Athletic Trainer, Certified) certification by the Board of Certification (BOC) for the Athletic Trainer and participates in ongoing continuing education requirements in order to maintain certification; maintains professional membership with the National Athletic Trainers’ Association; maintains current certification in American Red Cross or American Heart Associations’ Basic Life Support (BLS), Professional Rescuer, or above certifications; and participates in professional development as appropriate.
X. Establishes and maintains a positive and supportive working relationship with co-workers and supervisor.
XI. Demonstrates a genuine commitment to diversity, equity, and inclusion in the workplace and participates in activities and workshops to foster continuous learning.
XII. Serves as a mandatory reporter under Title IX; and commits to completing Title IX training and other compliance requirements on an annual basis.
XIII. Performs related and other duties as assigned

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.