ESSENTIAL FUNCTIONS
Plans, conducts and reports results of multi-disciplinary (including psycho-educational) evaluations of currently enrolled students and public school students evaluated through the Resource Center on Deafness.
Provides individual and group counseling to students based on personal and/or educational counseling when indicated or requested.
Consults with administrators, teachers, dormitory and nursing staff as needed.
Plans and/or participates in in-service programs for staff.
Works in conjunction with members of the IEP team to develop behavior management plans. Coordinates the implementation and monitoring of these plans.
Attends staffing and evaluation team meetings for individual students. Devises strategies for the remediation or treatment of behavioral and academic problems.
Refers students to other personnel or agencies for services when necessary.
Conducts functional behavior assessments.
Performs related duties as assigned.

The incumbent must have the ability to perform the essential functions below either with or without reasonable accommodations.

EDUCATION REQUIRED/PREFERRED
Master’s Degree in School Psychology from an accredited college or university.
K-12 Certification as a School Psychologist issued by the State Board of Education or License issued by the Division of Professional Registration.
Nationally Certified School Psychologist (NCSP) credential preferred.

(Other qualifications and experience, which in the opinion of the Commissioner of Education meet the requirements of the position, may be accepted in lieu of the below.)

EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION EMPLOYER
Missouri Department of Elementary and Secondary Education is an Equal Opportunity Employer. If you have special needs addressed by the Americans with Disabilities Act (ADA), please contact Human Resources at (573) 751-9619, through Missouri Relay System at (800) 735-2966, or via email at [email protected].
To Our Applicants with Disabilities: For assistance with any phase of the Department process, please notify the Director of Human Resources at (573) 751-9619. Reasonable attempts will be made to accommodate special needs.
Relay Missouri service (800) 735-2966.

STATE TAX REQUIREMENT
State law now requires all employees to pay their state taxes in a timely manner as a condition of employment. Each year the Department of Revenue will determine if any state employees are delinquent in paying their state taxes for the prior tax year. Employees who are delinquent will be notified and given sufficient time to resolve their state tax liability. Employees who fail to meet this requirement will be terminated. (Authority: Section 105.262, RSMo.)

NOTICE OF NON-DISCRIMINATION
The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, veteran status, mental or physical disability, or any other basis prohibited by statute in its programs and activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Director of Civil Rights Compliance and MOA Coordinator (Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/GINA/USDA Title VI), 5th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected].

The AKSD director is responsible for the administration and oversight of the Alaska State School for the Deaf and Hard of Hearing (AKSD) from preschool through the high school grades. The director is also responsible for the direct supervision and evaluation of various AKSD special education staff and related services providers. This position will research, develop, and implement curriculum and programs related to Deaf Education, as well as collaborate with the school principal in the evaluation of certificated and classified special education/related services (AKSD) staff. Hiring and assignments will be reviewed with the school principal to assure appropriate input and alignment with school staff. This position requires a valid Alaska type B administrative certificate and reports to and is evaluated by the senior director of the Special Education Department. This position has a retirement association with the Alaska Teachers’ Retirement System (TRS).

Job Requirements
The following are required:
A bachelor’s or master’s degree in deaf education, or certificate endorsement in deaf education.
Fluency in English and American Sign Language, demonstrated by the advanced level or above on the American Sign Language Proficiency Interview (ASLPI) or comparable sign language skills assessment.
A valid Alaska type B administrative certificate within three years of hire.
A minimum of three years administrative experience.
A minimum of five years of experience in deaf education.

The following are preferred:
Knowledge of program development.
Evidence of experience with:
Program evaluation
Curriculum implementation
Staff training and supervision
Intensive Needs funding requirements
Deaf-Blind
Evidence of:
Exceptional communication and interpersonal skills.
Extensive experience with conflict resolution skills.
An understanding and the ability to deal with family and school teams’ deaf education/special education issues.
The successful candidate will demonstrate a:
Strong knowledge of school-based services, practices, and trends in the related services disciplines, special education, and deaf education.
Strong knowledge of district, state, and federal special education and deaf education policies, regulations and/or laws, diagnostic prescriptive techniques, and curriculum development.
Ability to use technology for record-keeping and research.
Extensive knowledge of ethical practices and professional standards of all programs assigned within related services, special education, and deaf education.

Essential Job Functions
The responsibilities listed below are representative of the special functions of this position. The successful candidate:
Collaborates with school principals to provide administrative direction, supervision, and support to the AKSD program at each of the designated school sites.
Provides leadership for the AKSD program including staff development, planning, and implementation in conjunction with general education and special education departments.
Provides for interpreter and related services coordination, teacher assistant supervision, and administration support.
Provides for continued development and implementation of the AKSD strategic plan with involvement of all stakeholders.
Collaborates with school sites and the Assessment and Evaluation department on the administration of standardized state and federal tests.
Supervises the AKSD coordinator and provides assistance regarding their duties.
Communicates regularly with identified stakeholders, including building administrators, teachers, staff, parents, Alaska Department of Education and Early Development (DEED), and the Alaska Deaf Council.
Represents AKSD at statewide meetings including the Deaf Education Board (DEB) and Early Hearing Detection and Intervention (EHDI) board.
Collaborates with principals of school sites to support training and supervision of staff and inclusive programming for students.
Attends IEP meetings as schedule allows, oversees IEP compliance, and supports training for IEP compliance as needed.
Supports teachers in the monitoring of student profiles, progress, and achievement.
Serves as a resource person to local and state education agencies concerning services for deaf and hard of hearing students statewide.
Develops and maintains a database of all deaf and hard of hearing students; serves as a resource as needed.
Develops and maintains a statewide database of all teachers and related staff working with deaf and hard of hearing students.
Develops, maintains, and monitors the state ILP or EHDI coordinator to monitor and develop transition plans for children ages 0 through 3 who may attend AKSD at preschool or kindergarten age.
Reports data and staff qualifications (SLPI levels) to the designated districts and DEED on an annual basis.
In conjunction with the senior director of Special Education, develops and manages both general and grant budgets as they relate to AKSD and statewide educational interpreters.
Coordinates, develops, and maintains a plan with EHDI and infant learning programs statewide to assist deaf and hard of hearing students transition to AKSD/ASD and other local school districts for services acting as a liaison between agencies.
Plans and oversees family sign classes, annual retreat(s), deaf artist in residence, MJ Phillips Art competition, Extended School Year services, and other AKSD extra-curricular and cultural events with AKSD staff involvement.
Coordinates with the Student Living Center administration to facilitate students’ school enrollment and jointly resolve student issues. Assists administration and principals in the assignment and evaluation of certificated and classified staff when appropriate.
Is involved in the selection and procurement of a variety of contracted services.
Attends deaf community activities, including those in the evening, as appropriate.
Assists the senior director of Special Education in the development, provision, and monitoring of sensory service programs for BVI, audiology, hard of hearing, and assistive technology within ASD.
Directly supervises BVI, audiology, hard of hearing, and assistive technology sensory service programs for students district-wide
Supervises and evaluates AKSD, BVI, audiology, hard of hearing, and assistive technology program staff, including certificated related service providers, classified, and clerical support staff.
Works collaboratively with other ASD administrators and principals on issues pertinent to the provision of AKSD and sensory services.
Works collaboratively with other special education directors on division planning, compliance issues, and provision services.
Works closely with ASD counsel on legal issues, including due process hearings.
Prepares, implements, and maintains department budgets.
Works with the senior director of Special Education and other directors to comply with state and federal mandates including corrective actions as a result of the state auditing process.

Since 1832, Pressley Ridge has done whatever it takes to create success for children, adults and families. Pressley Ridge’s innovative programming helps to rebuild communities and families who are facing difficult challenges and complex situations. From mental health and foster care services to residential treatment facilities and education for children with special needs, including autism and deafness, Pressley Ridge empowers nearly 8,000 kids and families each year with the ability and confidence to succeed.

As one of the 2019 Pittsburgh Post Gazette’s Top Work Places, we invite you to join our team.  We support employees furthering education, ongoing training, quality supervision, and training in evidence-supported practices.  The Special Education Teacher/Teacher of Deaf/Hard of Hearing is responsible for developing, implementing, and monitoring effective individualized academic programs for each assigned student. The Teacher also assists the mental health specialist in the development, implementation, and monitoring of the individualized mental health treatment plan for each assigned student. The Teacher is a member of a classroom team.

Position Requirements: Bachelor’s degree in Education, PA teaching certification, ASL proficency

Pressley Ridge is an Equal Opportunity Employer

Design and provide quality, rigorous instruction aligned to Kentucky content standards.

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.

Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies and administrative regulations.

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 and implement individual education programs (IEP’s) designed to promote students’ educational, physical and social development.

Attend professional meetings and conferences, serve on committees as assigned and other training opportunities in order to maintain and improve professional competence.

Sponsor and attend extracurricular activities such as clubs, student organizations, academic contests and athletic events.

Perform other duties as assigned.

PROFESSIONAL RESPONSIBILITIES – Assistant Principal K-5/Curriculum and Instruction K-12
The Curriculum and Instruction Assistant Principal shall lead the faculty in planning, implementing, monitoring and evaluating the delivery of all instructional services (K-12), in order to develop an optimum learning climate for the unique needs of our students. The role is one whose primary concern is the improvement of learning opportunities through the provision of instructional leadership and coaching. Will also serve as leader of K-5 classrooms and must have knowledge and experience in elementary school philosophy and best practices. Ability to manage a positive school climate where students and faculty are held to high standards and also feel valued and listened to.
The Curriculum and Instructional Specialist will serve as the educational supervisor and is also responsible for advising the Director of the RI School for the Deaf in developing new curriculum or improving existing curriculum, collecting data on student outcomes, conducting research and making recommendations, working with teachers to implement strategies and best practices for the education of deaf and hard of hearing students, evaluating existing materials and methods used, and assessing data and coaching teachers for more effective student learning.
PERFORMANCE RESPONSIBILITIES:
• Works collaboratively with the school community to develop and maintain a shared school vision and uses that vision to guide decision-making about the instructional program.
• Provides leadership with current curricular trends and instructional practices, addressing the needs of deaf and hard-of-hearing students across a variety of settings.
• Supports the teachers’ efforts to implement the curriculum in alignment with state standards.
• Recognizes, models, and promotes effective teaching strategies that enable students to apply what they learn to real world experiences.
• Uses data effectively to monitor, assess and revise academic direction and goals.
• Maintains open communication with the school community and effectively conveys high expectations for student learning.
• Assists in providing opportunities and support for collaboration, the exchange of ideas, experimentation with innovative teaching and ongoing school improvement.
• Conducts frequent classroom visits and periodic observations, provides regular and helpful
feedback to faculty and staff, and suggests models of effective teaching.
• Fosters a caring and continually improving environment for faculty and students, one in which high expectations and high standards for student achievements are emphasized.
• Plans for and assesses the overall impact of professional development activities on the improvement of teaching and student learning.
• Conducts meetings, keeps records and submits reports (written and oral).
• Coordinates and monitors student interns and substitute teachers.
• Models ethical behavior at both the school and community level and communicates to others the School’s expectations of ethical behavior.
• Applies and enforces policies and procedures consistently, wisely and compassionately.
• Fosters the integration of students into mainstream society while valuing diversity.

REQUIRED QUALIFICATIONS:
• Advanced degree in Deaf Education, Curriculum & Instruction, Special Education, Education
Leadership, or related area
• Fluency in ASL (ASLPI Level: Intermediate+ or higher) and in written English
• A minimum of four (4) years classroom instruction experience as a Teacher
• A minimum of three (3) years of supervisory experience, two of which must have been experience in a school or educational program serving deaf students
• Knowledge of Deaf culture and ability to engage the Deaf community in the school’s
mission and goals
• Credentials that allow for candidate to receive RI educator certification
• Knowledge of state and federal laws related to special education and the IEP process
• Previous experience: read, analyze, and interpret academic standards and assessment data, define problems, collect data, establish facts, and draw valid conclusions that improve student outcomes
• Experience with planning well for all students, regardless of academic ability, learning style, or communication choice
• Strong and effective interpersonal skills and ability to communicate effectively with students, parents, staff, and stakeholders

The candidate must be able to demonstrate:
• Leadership in working collaboratively with students, staff, parents, and the general public
• Understanding of classroom practices appropriate to a bilingual, bimodal educational environment
• Familiarity with the Common Core State Standards and knowledge of student assessment and performance improvement tools
• Ability to apply best practices and current standards-based educational approaches associated with successful students who are deaf or hard of hearing
• Significant knowledge of curriculum development, current trends in educational practices with students who are deaf or hard of hearing
• Knowledge of how to collect, interpret and use data, both qualitative and quantitative, to plan for student instruction
• Ability to provide supervision to teachers; to respond to and deliver positive and effective coaching and direct feedback
• Ability to use and support the effective use of classroom technology
• A history of documented improvements in outcomes for students
• Ability to make decisions appropriate to the needs of the school population

Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf has openings for multiple Full time and Part time Ed Tech II or III’s, 183-day, in our K-12 and Preschool programs within the Portland Public School system.

Primary Responsibilities:
 Provides direct and indirect classroom support to the teachers and students
 Supervises and directs the activities of students per teacher direction
 Tutors students as needed
 Supervises students before and after school and assists with non- instructional duties
 Supports the teacher with classroom material preparation and other assignments as necessary to support student learning
 Supports students within the spoken language classrooms by taking notes and ensuring that student materials are available

Minimum Qualifications:
• Education Technician II or III certification from the State of Maine Dept. of Education or eligibility for certification
• Post-secondary education in an education-related field is preferred
• Experience supporting spoken language and listening skills
• Fluency in American Sign Language and knowledge of Deaf Culture is required
• Knowledge of basic academic subjects
• Ability to implement behavior and/or communication plans
• Ability to supervise the activities of students independently under the guidance of a Special Education Teacher or Teacher of the Deaf
• Ability to support students with mobility and/or medical needs

Maine Educational Center for the Deaf and Hard of Hearing/Gov. Baxter School for the Deaf (MECDHH/GBSD) is seeking a full time, 183-day High School Teacher of the Deaf for MECDHH/GBSD students attending Portland High School.

Job Description:
This is professional education work in teaching/supporting/case managing deaf and hard of hearing high school students. The teacher in this position is responsible for the following:
 Integrates classroom instruction with the school’s curriculum, which is aligned with Maine’s Learning Results
 Provides specialized instructions as per required by the IEP
 Provides case management for students
 Provides testing to determine educational levels
 Maintains ongoing formal and informal assessment for the purpose of reporting on student progress toward Individual Education Plan (IEP) goals
 Develops and implements Individual Education Plans
 Instructs specific classes
 Communicates with parents, colleagues, administrators and other professionals regarding student progress
 Monitors and manages classroom behavior
 Collaborates with the staff of Portland High School to implement student IEPs
All work decisions are made within school policies, protocols and guidelines and guided by the principles and best practices of the teaching profession.

Minimum Qualifications:
 Bachelors Degree (Master’s degree in Deaf Education preferred)
 Evidence of sufficient coursework for meeting the needs of HS deaf students
 Special Education Coursework preferred or willingness to expand knowledge base
 Fluency in American Sign Language
 Ability to implement bilingual techniques
 Ability to work collaboratively with a team of professionals
 Knowledge of the language acquisition process and child development for high school aged students
 Knowledge of best curriculum, assessment and instructional practices for deaf and hard of hearing students at the high school level
 Maine Teacher of the Deaf certification or eligibility for certification as a Teacher of the Deaf in Maine
 C.E.D. certification preferred, not required
 Maine endorsement in ELA preferred
 HS Special Education endorsement (282) or eligibility preferred.

This is a full-time, 183-day, school year Early Childhood Teacher of the Deaf position for the ASL classroom in our Bilingual Bimodal early childhood classroom at Mackworth Island Preschool in Falmouth, Maine.
The Early Childhood Programs at MECDHH are committed to the enhancement of the developmental needs of children. A central component of our program is the development of language and communication in young children, with full respect and support given to the array of language and communication features that families may choose for their child.
This position is responsible for providing instruction and support to our children in the ASL classroom in our preschool program who are deaf or hard of hearing, as well as, to our hearing peers. This teacher will work collaboratively with an interdisciplinary early childhood team to meet the needs of our students. Additionally, this position will be responsible for:
 Development of weekly lesson plans, curriculum planning, progress reports and documentation.
 Collaboration with CDS and other service agencies and providers.
 Follow DHHS licensing and National Association for the Education of the Young Child standards.
 Participating in a strong, collaborative Deaf and Hard of Hearing team.
 Supporting American Sign Language skills within a regular education classroom.
 Integrating classroom instruction with the early childhood curriculum (aligned with the Maine Early Learning and Development Guidelines).
 Differentiated Instruction.
 Formative/Summative assessment to determine present levels.
 Developing and implementing Individual Education Plans (IEP’s), as well as, attending IEP meetings.
 Evaluating & reporting on child progress toward IEP goals.
 Communicating with parents and staff about child progress and classroom activities.
 Making all work and student-related decisions within the parameters of school policies, guidelines and state and federal regulation.
 Supervising Educational Technicians (paraprofessionals).

Required Skills and Qualifications:
 Educational background in Deaf Education.
 Experience collaborating with other professionals and families.
 Outstanding interpersonal and communication skills.
 Ability to work collaboratively with a team of professionals.
 Certification or eligibility for Teacher of the Deaf (292) certification.
 Experience in supporting American Sign Language skills of students.
 Early Childhood Education experience preferred.
 Fluency in American Sign Language (Native ASL user preferred).
 Current CHRC Certificate (Fingerprinting) required.

Culinary Arts Teacher

The Kentucky Department of Education (KDE), Office of Special Education and Early Learning, Division of State Schools, Kentucky School for the Deaf, in Danville (Boyle County), has an opening for a Culinary Arts Teacher.

Happy Hands Education Center, a private Christian school for children who are deaf or have other communication disorders, is seeking a Full-time Teacher of the Deaf for our Preschool Program.
Happy Hands is located in Broken Arrow, Oklahoma, a large suburb just east of Tulsa, Oklahoma. Our school is accredited as a private school by the Association of Christian Schools International and by the Oklahoma Private School Accreditation Commission and the Oklahoma State Department of Education. The school is also licensed for child care as a 3 star center through the Oklahoma Department of Human Services.
Happy Hands serves children from Infant through Kindergarten. For more information about the school and the ministry visit our website at www.happyhands.org.
Happy Hands pays competitive wages, offers health, dental and other benefits, and offers an exceptional working environment. Every Lead Teacher is assigned two Assistant Teachers. Class sizes 8 – 10 children. Individuals who are deaf or hard of hearing are encouraged to apply.