The Michigan School for the Deaf provides a Bilingual (American Sign Language/English), residential and educational program and services for students who are deaf or hard of hearing. This position educates children and provides direct classroom instruction. This includes, but not limited to, planning the instructional program according to students’ individualized education program, developing goals and objectives, evaluating student achievement, and developing and implementing student behavior intervention plans.

The Michigan School for the Deaf provides a Bilingual (American Sign Language/English), residential and educational program and services for students who are deaf or hard of hearing. This position educates children and provides direct classroom instruction. This includes, but not limited to, planning the instructional program according to students’ individualized education program, developing goals and objectives, evaluating student achievement, and developing and implementing student behavior intervention plans.

he Michigan School for the Deaf provides a Bilingual (American Sign Language/English), residential and educational program and services for students who are deaf or hard of hearing. This position educates children and provides direct classroom instruction. This includes, but not limited to, planning the instructional program according to students’ individualized education program, developing goals and objectives, evaluating student achievement, and developing and implementing student behavior intervention plans.

The Michigan School for the Deaf provides a Bilingual (American Sign Language/English), residential and educational program and services for students who are deaf or hard of hearing. This position educates children and provides direct classroom instruction. This includes, but not limited to, planning the instructional program according to students’ individualized education program, developing goals and objectives, evaluating student achievement, and developing and implementing student behavior intervention plans.

The Michigan School for the Deaf provides a Bilingual (American Sign Language/English), residential and educational program and services for students who are deaf or hard of hearing. This position educates children and provides direct classroom instruction. This includes, but not limited to, planning the instructional program according to students’ individualized education program, developing goals and objectives, evaluating student achievement, and developing and implementing student behavior intervention plans.

CLASS SUMMARY:

The Regional Director is responsible for collaboratively working with agency administration, staff and public school district administrators and staff to implement and manage ASDB’s Regional Cooperative Program.
The Director has the following abilities:
Works in a supportive, collaborative role with staff in all departments,
Interfaces with other departments to coordinate services for achieving education goals,
Works with hiring and engaging interpreters,
Remains current on all federal, state, and local mandates for educational services; and
Ensures that cooperative is in compliance in all areas.
The Regional Director is expected to handle confidential information discreetly and professionally and uses discretion and exercises sound judgment at all times. The Regional Director shall have exceptional interpersonal skills to respond to School Districts, parents, and advocacy groups and possess effective management, supervisory, team-building, and problem solving skills.
The Regional Director’s duties include, providing leadership in the development and operation of a regional cooperative program, including:
Assessing needs,
Strategic planning,
Working with councils and advisory committees;
Collaborating with other ASDB programs and outside programs in areas of shared responsibility;
Providing instructional leadership to the regional cooperative program,
Developing and managing the region’s instructional budget,
Recruiting, developing, and supervising staff and;
Developing operating procedures and managing resources
The Regional Director shall seek alternative funding sources that may include preparing grant requests and manages grants. Additional duties included the preparation of program and fiscal reports and identifying resource needs. The Regional Director shall adhere to ASDB policy, and shall develop and implement activities involving school-parent-community relationships. The Regional Director shall rely upon performance indicators and other data. The Regional Director needs to identify staff development needs and provide opportunities for staff development. The Regional Director shall communicates regularly with staff, local districts, families, and community on important issues; keeps informed of laws, statutes, rules, and policies affecting the schools and their programs.
The position will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

TRAINING AND EXPERIENCE:

Experience with Hard of Hearing; Multiply Disabled with severe sensory impairment preferred
Experience in selecting, developing, directing, and evaluating staff in accordance with practices in the field; to develop and manage a budget; to plan and organize workload
Successful supervisory or team leader experience in school programs
Extensive experience in educational administration, school finance, school personnel, and other related areas of regional cooperative operation.

LICENSING/CERTIFICATION REQUIREMENTS:

Must be able to pass FBI and State background check
Defensive Driver Training Program to be completed by all agency personnel that driveon State business
Master’s Degree in appropriate discipline and several years experience in a directly related field are required; Master’s Degree in an appropriate discipline and/or teaching experience may be required; or, and equivalent combination of education and experience sufficient to perform the essential duties of the job as listed above
Master’s Degree in Special Education or related field with concentration in one of the following areas: Blind and Visually Impaired; Deaf and Hard of Hearing; Multiply Disabled with severe sensory impairment (preferred)
Certified or certifiable by the Arizona Board of Education as a Supervisor or Principal
Certified or certifiable by the Arizona Board of Education as a Teacher (Deaf/HH or VI), or in a related area (preferred)

KNOWLEDGE OF:

Pertinent federal, state, and local laws, codes, rules, regulations, codes and statutes
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Budgeting and accounting principles
Management principles and policies

DEMONSTRATED SKILL/ABILITY TO:

Work under pressure to meet time-lines and handling multiple and changing priorities
Use of a variety of office and school equipment
Communicate effectively, both orally and in writing
Leadership and decision making
Interpreting and applying laws, regulations, codes and policies
Use of a variety of computer based technologies
Establishing and maintaining harmonious working relationships with those contacted in the course of work; demonstrating tact, diplomacy and patience
Conflict resolution and problem solving

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.

Under the direct supervision of the TSD Superintendent, the Chief Academic Officer (CAO) is responsible for the supervision and administration of all educational programming and instructional methodologies designed to meet the unique linguistic needs of deaf and hard of hearing children at all three of the TSD campuses (TSD-Knoxville, TSD-Nashville and WTSD-Jackson). The CAO must possess stellar leadership skills and have a plan to develop leadership potential in others. The CAO must also possess in-depth knowledge and implementation of bilingual educational programming. This knowledge and experience must include best pedagogical practices as well as how to implement bilingual and bimodal strategies in classroom instruction.

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
– Develop long term academic achievement plan for all students at all education levels
– Directly supervise principals and support staff
– Build capacity in individuals under their purview
– Manage Instructional department budget
– Direct all curriculum domains at all three campuses (TSD-Knoxville, TSD-Nashville and WTSD-Jackson).
– Serve as an Administrative Team Member under the TSD Superintendent
– Act as superintendent’s designee when assigned
– Coordinate with state of Tennessee Department of Education to ensure adaptation and rigor of the educational framework for all three campuses (TSD-Knoxville, TSD-Nashville and WTSD-Jackson) satisfies state regulations.
– Develop and maintain relationships with LEAs across the state
– Establish and monitor the implementation of professional development sessions for teachers and staff
– Assist in the development of appropriate Emergency Action Procedures
– Effectively communicate with staff, students, parents, and other stakeholders
– Establish training sessions for bilingual instructional implementation for families, teachers, and students
– Ensure appropriate bilingual instructional implementation
– Implement latest educational technology to support student success
– Develop and monitors action plans aligned to the strategic plan
– Monitors leading indicators and makes real-time adjustments, reports data monthly
– Write grants to directly benefit student academic growth and increased educational outcomes.

St. Francis de Sales School for the Deaf in Brooklyn seeks a NYS certified Teacher of the Visually Impaired (TVI) to join the educational team in support of the education of students who are DeafBlind and/or have Deaf with low vision with their IEP goals and classroom participation.

GENERAL RESPONSIBILITIES
• Work with a caseload of students on an individual basis through the models of Push-In, Pull-Out and community settings, in accordance with IEP mandates.
• Conduct evaluations to determine eligibility for admission to the school as well as conduct annual assessments related to students who are Deafblind or Deaf with low vision.
• Design and implements interventions that reflect knowledge of child development and specialized techniques appropriate for students who are DeafBlind.
• Prepare classroom modifications for assigned students.
• Act as the lead accessibility advocate for students who are DeafBlind.
• Utilize available resources to best meet the needs of the students.
PROFESSIONAL QUALIFICATIONS
• New York State Education Department TVI Certification, required
• Severe and Multiple Disabilities experience, preferred
• Minimum of Intermediate rating on SLPI
• DeafBlind Endorsement is a plus

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

Coordinator of Children’s Services/Family Liaison

2. EMPLOYEE STATUS

This position is considered to be an exempt, 12 month position.

3. ROLE RELATIONSHIPS

The Coordinator of Children’s Services is responsible to the CECO.

4. DUTIES AND FUNCTIONS

a. Responds promptly to inquiries and coordinates admissions and evaluations.

b. Interprets policies and procedures of the School to new parents and communicates concerns of parents to the School as necessary.

c. Maintains data on admission candidates, including those actively pursuing admission and those who expressed interest.

d. Related to admissions and current students, develops, implements, and maintains communication with early intervention provider agencies, educational advocate agencies, school district and Intermediate Units.

e. Interprets and communicates admissions evaluation results to parents, early intervention provider agencies, school districts, Intermediate Units and Pennsylvania Department of Education personnel.

f. Develops and coordinates new student orientation program and maintains frequent contact with parents.

g. Provides tours to families, school districts and agencies visiting the School, illustrating WPSD activities and facilities. Also, arranges tours/observations for groups of college students.

h. Coordinates the placements for interns and student teachers, including housing needs if they are residential. Provides them with the Intern Handbook and reviews school policies and procedures. Organizes and presents information at an orientation meeting, including review of the health and safety plan.

i. Liaison to colleges and universities who request intern or student teaching placements. Assists in developing affiliation agreements with the universities.

j. Participates on the Child Study Team.

k. Assists in developing and implementing the annual Family Learning Workshop.

l. Organizes a “Holiday Mart shopping experience for the preschool and elementary students.

n. Organizes donations from staff to families nominated for the “Angel Tree” at the holidays. Also, coordinates donations and using funds in the Children’s Fund throughout the year.

o. Arranges tours and/or observations for groups or individual college students.

p. Records and tracks enrollment data.

q. Submits a weekly enrollment report.

r. Represents the School at professional organization meetings when requested to do so.

s. Participates in WPSD Outreach Evaluations as requested.

t. Conducts home visits as requested.

u. Assumes any additional duties as requested by the administration staff.

5. QUALIFICATIONS

a. CERTIFICATE(S) REQUIRED
(Clearances must be maintained every five years by the employee.)
Certification of PA Mandated Reporter Training
PA State Police Criminal Clearance (Act 34)
PA Child Abuse History Clearance
FBI Clearance
Act 82

b SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE

The Coordinator of Children’s Services should possess a Bachelor’s Degree in Education, Special Education, Marketing, Communications or related fields, and have extensive knowledge of educational needs of children with a hearing loss. He/she should offer skills in matters related to needs of families with children who have a hearing loss.

Skills Needed:

Interpersonal- both in person and online
Organizational- especially in scheduling
Observational
Presentation Skills
Knowledge of technology
Ability to navigate APSEM and Powerschool systems

The Sign Language Proficiency Interview level (SLPI) for this position is “Advanced.” The minimum level accepted at hire is “Intermediate.”

Crisis Prevention Intervention (CPI) training is required and must be maintained by the employee.

Valid driver’s license is required.

6. PHYSICAL DEMANDS
This position may require the following physical demands:
• sitting, standing, walking, frequent bending, crouching, reaching, stooping, kneeling
• lifting and moving of lighter objects such as books, chairs, student desks in order to attend to the needs of students
• may require lifting or helping to lift students
• manual dexterity skills for using office equipment
• ability to read and attend to computer screens for long periods of time, including attending Zoom meetings
• ability to assist in physical restraint of students as per CPI requirements
• ability to drive a car