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.
Highly qualified credentials, as established by RI Department of
Educator Certification. Ability to attain certification.
• RI Certificate Early Childhood, preferred.
• RI Certificate in Deaf Education and/or Special Education
• ASL proficiency required (ASLPI Level 4) or determination to attain
Proficiency.
• 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.
Highly qualified credentials, as established by RI Department of
Educator Certification. Ability to attain certification.
• RI Certificate Early Childhood, preferred.
• RI Certificate in Deaf Education and/or Special Education
• ASL proficiency required (ASLPI Level 4) or determination to attain
Proficiency.
• 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.
