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.

**** JOB OPENING ANNOUNCEMENT ****

Kansas School for the Deaf

POSITION TITLE: SCHOOL DISTRICT ONE TO ONE PARAPROFESSIONAL – Secondary Dept.

SALARY: Min $11.83 per hour, dependent on education and experience. Excellent benefits.

SCHEDULE: Monday thru Friday 7:30am – 3:30pm

EMPLOYMENT DATE: Upon filled

JOB DESCRIPTION: Provide one to one instructional assistance with a special needs student under the guidance of classroom teachers in the Secondary Department. Prepares instructional materials, record keeping, and maintaining school behavioral guidelines. Know the whereabouts of student at all times. Assist student in problem solving. Teaching grooming, housekeeping, and personal hygiene. Follows written work schedule, arriving and leaving on time. Maintain appropriate communication with student, teachers, parents, and other professionals. Participate in activities designed to increase knowledge and improve skills related to performance of job-related responsibilities. Perform other duties as assigned.

MINIMUM REQUIREMENTS: Ability to communicate effectively in sign language (ASL) and English with student, staff, parents. Ability to work cooperatively. Ability to correctly operate school machines, tools, and equipment. High School Diploma or GED. AA or higher degree or training working with students preferred. ASL and English assessments will be given at the time of interview.

SPECIAL REQUIREMENTS: Upon an offer of employment a background check will be conducted via the KS Bureau of Investigation, Backgrounds Plus, Kansas Department of Children and Family Services, Sex Offender Listing, and Work Reference check. A Tuberculosis test & Physical Health Certificate must be passed upon offer of employment (cost borne by employee).

APPLICATION DEADLINE: Open Until Filled. Send a resume and copies of all college transcripts. For consideration request an official KSD application or go to our website www.ksdeaf.org/jobopps and submit an application for KSD review.

CONTACT: Jodi Beach,Human Resource Office; VP 913-324-5850; and or phone 913-210-8114; fax 913-791-0557

TOBACCO FREE CAMPUS

KSD AND KSSB EMBRACE DIVERSITY

Posted 07/09/2021

Sign on Bonus $1,500

Housing resources available

Facilitates and supports the overall administration of state-mandated testing including alternative assessments, other formal and informal assessments, and tools for Marie Philip School and Walden School. Work closely with the Director of Curriculum and Instruction to align support for teachers and specialists to track, analyze, and interpret student scores and raw data. Along with the Director of Curriculum and Instruction, the Coordinator provides supports to teachers, the literacy coach/specialist, and ensures data findings align with the MA curriculum frameworks. Supports all aspects of educational services for students in off-site mainstream classes in collaboration with our interpreting team and our Assessment and Mainstream Assistant.

SUPERVISOR: Director of Curriculum and Instruction

FUNCTIONS AND RESPONSIBILITIES:

Comply with school, state, and federal policies and procedures, as well as support the mission of the school.
Maintain a working knowledge of the MA Curriculum Frameworks and MCAS procedures.
Demonstrate commitment and sensitivity to the diversity among individual students.
Maintain student and staff confidentiality.

Data & Assessment Coordinator Role:

Maintain a working knowledge of educational assessments used by classroom teachers at the Marie Philip and Walden Schools, and support Principals and Teachers in interpreting these academic assessments.
Oversee the administration of MCAS and ACCESS testing at Marie Philip and Walden School. Compare MCAS data with other classroom/school-wide assessments (e.g., NWEA MAP assessment).
Ensure Marie Philip and Walden School compliance with DESE requirements regarding MCAS and ACCESS testing, as well as state testing requirements for out-of-state students.
Communicates assessment progress, identified needs to staff, LEAs, and families
To measure the impact of instruction on student achievement of intended learning outcomes.
Provide training for teaching staff to inform practice.
Support staff in MCAS/MCAS Alternative Assessment and MAP testing administration.
Support the ordering and organization of MCAS materials, set up rooms for testing, schedule MCAS volunteers (e.g., hall monitors).
Access MCAS, MCAS Alt, and ACCESS results from the DESE website and enter results into the academic database.
Maintain evidence and reports pertaining to assessment data and identify gaps in student assessment.
Develop and execute an annual testing calendar.
Create monthly reports on assessment activities on campus to the supervisor.

Mainstream Coordinator Role:

Collaborate with students, families, MPS/WS Teachers, the Interpreter Coordinator as well as outside providers (e.g., public school staff) to provide ongoing and appropriate support to MPS/WS students who are mainstreaming in the local public schools.
Support ongoing communication with the TLC interpreting team, mainstream coordinator, public school teachers, and MPS/WS teaching staff. At least quarterly, contact with families in order to improve planning and communication related to students taking mainstream classes.
Performs other tasks, as directed by the Director of Curriculum and Instruction.

*Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

**TLC is proud to be an equal opportunity employer and all employees and applicants for employment are afforded equal opportunity in every area of hiring and employment without regard to race, color, religious creed, national origin, ancestry, sex, gender identity, age, criminal record (inquiries only), handicap (disability), mental illness, retaliation, sexual harassment, sexual orientation, genetics, active military, and any other legally protected characteristic.

**TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible.

Requirements
A minimum of 3 years teaching experience
MA degree in Deaf Education or related field
Fluency in American Sign Language required, with native ASL fluency preferred.
Written language competency
Experience with statewide student testing preferred
MA State Teacher Certification, or similar Education credential(s)
Ability to work and lead effectively as part of an educational team
Experience working with children in a school setting preferred
Prior experience working with Deaf L1 students in a K-12 setting

Sign on Bonus- $1,500

Housing resources available

Relocation costs may be covered

Must have an understanding of special education procedures and policies and the application of service delivery, curriculum and instruction of students with disabilities. Must have comprehensive knowledge of the coordination of service delivery, related service providers, and community agencies and other resource providers.

Case manages student records and services in accordance and compliance with State and Federal regulations. Coordinates the exchange of student information with Local Education Agencies (LEAs), State Operated Programs (SOPs) and other education agencies.

To meet all compliance requirements and to ensure consistency across school programs; attend specific DESE & MAAPS meetings related to IEPs; and assume other responsibilities as designated by the Director of Curriculum and Instruction.

SUPERVISOR: Director of Curriculum and Instruction

FUNCTIONS AND RESPONSIBILITIES:

Schedule and manage TEAM meetings, including annual and re-evaluation meetings
Assist with the provision of services for students’ individual needs in the least restrictive environment compliant with the service delivery grid of their Individual Educational Program (IEP).
Coordinate and collaborate with classroom teachers, counselors, social workers, specialists, intervention specialists, academic/behavior interventionists, and others regarding students’ accommodations, program modifications, instructional supports, behavior intervention plans, etc.
Communicate with the principal regarding parent concerns and questions regarding the implementation of students’ IEPs and instructional programs.
Train and monitor development of IEP goals, objectives and relevant areas within the IEP.
Ensure compliance with state and federal special education regulations, including timelines.
Ensure the preparation of appropriate documents for review meetings, including collecting and organizing IEP goals and objectives from all service providers.
Provide educational consultation to teachers, staff, service providers, and parents that will enhance their understanding of the needs of students with disabilities.
Provide support of special education teachers and service providers in daily activities and mandated paperwork requirements.
Monitor completion of progress reports.
Confirm that services are documented in appropriate databases (i.e., school-based student information systems and the Special Education Data System (Frontline)).
Perform other duties and functions as deemed necessary
Keeps the education director & superintendent informed of students/staff issues and needs.

Requirements
Master’s degree in Education of Deaf students, Education of Deaf students with additional disabilities or Special Education preferred
Three years of successful classroom teaching experience with Deaf and Hard of Hearing students
Fluent in American Sign Language and written English and possess knowledge of all ages and levels of students including students with multiple disabilities and cognitive disabilities.
Excellent organizational skills.
Ability to adhere to deadlines and work independently.
Quick learner, adaptable, committed to acting in the best interest of students.
Strong interpersonal skills.
Ability to work as part of a team.

$1,500 Sign on Bonus

Relocation costs may be covered

Housing resources can be shared

The Director of the ASL department has the primary responsibility of supervising and overseeing the ASL educational program K-12 at The Learning Center for the Deaf (Marie Philip School and Walden School)

SUPERVISOR: Educational Leadership Team

FUNCTIONS AND RESPONSIBILITIES:

Coordinate meetings with ASL teachers/specialists for K-12.
Develop, implement, and monitor the progression of K-12 ASL instruction and curriculum.
Provide direction, consultation, and supervision to ASL teachers/specialists when needed.
Ensure a bilingual/multicultural environment is maintained (e.g., ASL visuals in classroom, hallways, and overall school environment).
Develop and maintain a budget for the department and secure appropriate and necessary materials for teaching/learning.
Possess the knowledge and expertise in first/Heritage language acquisition/milestones, assessments, and curriculum development (e.g. align with the Common Core State Standards (CCSS) and Clerc Center National ASL Standards).
Work collaboratively with TLC principals, English Language Arts leads and Speech and Language Pathologists.
Oversight of ASL Teachers/ASL Specialists progress reports
Responsibility to leading, managing and developing the ASL subject/curriculum areas.

Requirements
Master’s degree in American Sign Language Education, Deaf Education or related field preferred
ASL fluent with ASLPI score of 4.5 or higher; or SLPI rating of Superior.
Five years of experience in ASL education
Ability to set goals, plan, schedule, and organize.
Demonstrate positive attitude and energy, professionalism and strong coordination
Ability to work effectively as part of the interdisciplinary team.
Ability to accept and constructively use feedback and suggestions regarding job responsibilities and performance.
Experience working in a bilingual environment is preferred.